OCR Level 1/2 GCSE (9–1) in Combined
Science A (Gateway Science) (J250)
Specification
Version 1: First assessment 2018
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This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to
have early sight of our proposed approach to GCSE (9–1) in Combined Science A (Gateway
Science). Further changes may be required and no assurance can be given at this time that the
proposed qualification will be made available in its current form, or that it will be accredited in time
for first teaching in 2016 and first award in 2018.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
D10007/25
QN [Awaiting Accreditation]
Contents
Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)? 3
1a.
1b.
1c.
1d.
The specification overview
2a.
2b.
2c.
2d.
3
4
Pre-assessment
Special consideration
External assessment arrangements
Results and certificates
Post-results services
Malpractice
Appendices
5a.
5b.
5c.
5d.
5e.
5f.
5g.
5h.
5i.
5j.
5k.
2
Forms of assessment
Assessment objectives (AO)
Tiers
Assessment availability
Retaking the qualification
Assessment of extended response
Synoptic assessment
Calculating qualification results
Admin: what you need to know
4a.
4b.
4c.
4d.
4e.
4f.
5
OCR’s GCSE (9–1) in Combined Science A (Gateway Science) (J250)
Content of GCSE (9–1) in Combined Science A (Gateway Science) (J250)
Content of topics B1 to B6, C1 to C6 and P1 to P6
Prior knowledge, learning and progression
Assessment of GCSE (9–1) in Combined Science A (Gateway Science)
3a.
3b.
3c.
3d.
3e.
3f.
3g.
3h.
3
4
5
6
7
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2
Why choose an OCR qualification?
Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)?
What are the key features of this specification?
How do I find out more information?
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Grade descriptors
Overlap with other qualifications
Accessibility
Units in science
Working scientifically
Mathematical skill requirement
Equations in Physics
Health and safety
Practical skills
Units in science
The Periodic Table of elements
7
9
13
119
120
120
122
124
124
124
124
124
125
126
126
128
128
128
129
129
130
130
130
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136
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© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
1 Why choose an OCR GCSE (9–1) in
Combined Science A (Gateway Science)?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance
that you’re working with one of the UK’s
leading exam boards. Our new OCR GCSE
(9–1) in Combined Science A (Gateway
Science) course has been developed in
consultation with teachers, employers and
Higher Education to provide learners with a
qualification that’s relevant to them and
meets their needs.
•
A wide range of high-quality creative
resources including:
o
Delivery Guides
o
Transition Guides
o
Topic Exploration Packs
o
Lesson Elements
o
…and much more.
ft
We’re part of the Cambridge Assessment
Group, Europe’s largest assessment agency
and a department of the University of
Cambridge. Cambridge Assessment plays a
leading role in developing and delivering
assessments throughout the world, operating
in over 150 countries.
We provide a range of support services
designed to help you at every stage, from
preparation through to the delivery of our
specifications. This includes:
Access to subject specialists to support
you through the transition and
throughout the lifetime of the
specification.
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We work with a range of education providers,
including schools, colleges, workplaces and
other institutions in both the public and
private sector. Over 13,000 centres choose
our A Levels, GCSEs and vocational
qualifications including Cambridge Nationals,
Cambridge Technicals and Cambridge
Progression.
•
•
CPD/Training for teachers including
face-to-face events to introduce the
qualifications and prepare you for first
teaching.
•
Active Results – our free results
analysis service to help you review the
performance of individual learners or
whole schools.
•
ExamCreator – our new online past
papers service that enables you to build
your own test papers from past OCR
exam questions.
Our Specifications
We believe in developing specifications that
help you bring the subject to life and inspire
your learners to achieve more.
We’ve created teacher-friendly specifications
based on extensive research and
engagement with the teaching community.
They’re designed to be straightforward and
accessible so that you can tailor the delivery
of the course to suit your needs. We aim to
encourage learners to become responsible
for their own learning, confident in discussing
ideas, innovative and engaged.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
All GCSE (9–1) qualifications offered by OCR
are accredited by Ofqual, the Regulator for
qualifications offered in England. The
accreditation number for OCR’s GCSE (9–1)
in Combined Science A (Gateway Science) is
QNXXXXXX.
3
1b. Why choose an OCR GCSE (9–1) in Combined Science A
(Gateway Science)?
We appreciate that one size doesn’t fit all so
we offer two suites of qualifications in each
science:
Combined Science A – Provides a flexible
approach to teaching. The specification is
divided into topics, each covering different
key concepts of Science. Teaching of
practical skills is integrated with the
theoretical topics and they are assessed
through the written papers.
Our new GCSE (9–1) in Combined Science A
(Gateway Science) qualification builds on our
existing popular course. We have based the
redevelopment of our GCSE sciences on an
understanding of what works well in centres
large and small.
The content is clear and logically laid out for
both existing centres and those new to OCR,
with assessment models that are
straightforward to administer. We have
worked closely with teachers to provide high
quality support materials to guide you through
the new qualifications.
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Combined Science B – Learners study
Combined Science using a narrative-based
approach. Ideas are introduced within
relevant and interesting settings which help
learners to anchor their conceptual
knowledge of the range of scientific topics
required at GCSE level. Practical skills are
embedded within the specification and
learners are expected to carry out practical
work in preparation for a written examination
that will specifically test these skills.
All of our specifications have been developed
with subject and teaching experts. We have
worked in close consultation with teachers
and other stakeholders with the aim of
including up-to-date relevant content within a
framework that is interesting to teach and
administer within all centres (large and
small).
Aims and learning outcomes
OCR’s GCSE (9–1) in Combined Science A
(Gateway Science) will encourage learners
to:
•
•
4
develop scientific knowledge and
conceptual understanding through the
specific disciplines of biology, chemistry
and physics
develop understanding of the nature,
processes and methods of science,
through different types of scientific
enquiries that help them to answer
scientific questions about the world
around them
•
develop and learn to apply
observational, practical, modelling,
enquiry and problem-solving skills, both
in the laboratory, in the field and in
other learning environments
•
develop their ability to evaluate claims
based on science through critical
analysis
•
of the methodology, evidence and
conclusions, both qualitatively and
quantitatively.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
1c. What are the key features of this specification?
Our GCSE (9–1) in Combined Science A
(Gateway Science) specification is designed
with a content-led approach and provides a
flexible way of teaching. The specification:
•
•
learners’ understanding of science
theory and practical skills
•
is laid out clearly in a series of teaching
topics with guidance included where
required to provide further advice on
delivery
exemplifies the mathematical
requirements of the course (see
Appendix 5f)
•
is co-teachable with the GCSE (9–1) in
Biology A (Gateway Science),
Chemistry A (Gateway Science) and
Physics A (Gateway Science)
qualifications
highlights opportunities for the
introduction of key mathematical
requirements (see Section 5f and the
To include column for each topic) into
your teaching
•
identifies, within the Working
Scientifically column, how the skills,
knowledge and understanding of
working scientifically (WS) can be
incorporated within teaching.
embeds practical requirements within
the teaching topics
•
identifies opportunities for carrying out
practical activities that enhances
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Teacher support
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•
The extensive support offered alongside this specification includes:
•
delivery guides - providing information
on assessed content, the associated
conceptual development and contextual
approaches to delivery
•
•
transition guides – identifying the
levels of demand and progression for
different key stages for a particular
topic and going on to provide links to
high quality resources and ‘checkpoint
tasks’ to assist teachers in identifying
learners ‘ready for progression’
Along with:
Practice paper service – a free service
offering a practice question paper and
mark scheme (downloadable from a
secure location).
•
Subject Specialists within the OCR
science team to help with course
queries
•
teacher training
•
lesson elements – written by experts,
providing all the materials necessary to
deliver creative classroom activities
•
Science Spotlight (our termly
newsletter)
•
Active Results (see Section 1a)
•
OCR Science community
•
ExamCreator (see Section 1a)
•
Practical Skills Handbook
•
Maths Skills Handbook.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
5
1d. How do I find out more information?
Whether new to our specifications, or
continuing on from our legacy offerings, you
can find more information on our webpages
at www.ocr.org.uk
You can contact the Science Subject
Specialists:
Visit our subject pages to find out more about
the assessment package and resources
available to support your teaching. The
science team also release a termly newsletter
Science Spotlight (despatched to centres and
available from our subject pages).
Phone: 01223 553998
Email: ScienceGCSE@ocr.org.uk
Join our Science community:
http://social.ocr.org.uk/
Check what CPD events are available:
www.cpdhub.ocr.org.uk
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Follow us on Twitter:
https://twitter.com/ocr_science
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© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
2 The specification overview
2a. OCR’s GCSE (9–1) in Combined Science A (Gateway Science)
(J250)
Learners are entered for either Foundation tier (Papers 1, 2, 3, 4, 5 and 6) or Higher tier (Papers 7,
8, 9, 10, 11 and 12).
Content Overview
Assessment Overview
Foundation tier, grades 5-5 to 1-1
Content is split into eighteen teaching topics:
Topic B1: Cell level systems
Topic B2: Scaling up
Topic B3: Organism level systems
•
•
•
Topic B4: Community level systems
Topic B5: Interaction between systems
Topic B6: Global challenges
•
•
Topic C4: Predicting and identifying
reactions and products
Topic C5: Monitoring and controlling
chemical reactions
Topic C6: Global challenges
With assumed knowledge of C1-C3
•
Topic P1: Matter
•
Topic P2: Forces
•
Topic P3: Electricity and magnetism
•
•
•
1 hour 10 minutes
60 mark written paper
Paper 2 (Biology)
J250/02
1 hour 10 minutes
60 mark written paper
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With assumed knowledge of B1-B3
•
Topic C1: Particles
•
Topic C2: Elements, compounds and
mixtures
•
Topic C3: Chemical reactions
•
J250/01
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•
•
•
Paper 1 (Biology)
Topic P4: Waves and radioactivity
Topic P5: Energy
Topic P6: Global challenges
With assumed knowledge of P1-P3.
Paper 3 (Chemistry)
J250/03
1 hour 10 minutes
60 mark written paper
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
Paper 4 (Chemistry)
J250/04
1 hour 10 minutes
16.7%
of total
GCSE
60 mark written paper
Paper 5 (Physics)
J250/05
1 hour 10 minutes
60 mark written paper
Paper 6 (Physics)
J250/06
1 hour 10 minutes
60 mark written paper
16.7%
of total
GCSE
16.7%
of total
GCSE
*J250/02, J250/04 and J250/06 include synoptic assessment.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
7
Content Overview
Assessment Overview
Higher tier, grades 9-9 to 4-4
Content is split into eighteen teaching topics:
•
•
•
Topic B1: Cell level systems
Topic B2: Scaling up
Topic B3: Organism level systems
•
•
•
Topic B4: Community level systems
Topic B5: Interaction between systems
Topic B6: Global challenges
•
•
1 hour 10 minutes
60 mark written paper
Paper 8 (Biology)
J250/08
1 hour 10 minutes
60 mark written paper
Paper 9 (Chemistry)
J250/09
Topic C4: Predicting and identifying
reactions and products
Topic C5: Monitoring and controlling
chemical reactions
Topic C6: Global challenges
1 hour 10 minutes
60 mark written paper
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•
J250/07
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With assumed knowledge of B1-B3
•
Topic C1: Particles
•
Topic C2: Elements, compounds and
mixtures
•
Topic C3: Chemical reactions
Paper 7 (Biology)
•
•
•
Topic P4: Waves and radioactivity
Topic P5: Energy
Topic P6: Global challenges
With assumed knowledge of P1-P3
16.7%
of total
GCSE
16.7%
of total
GCSE
Paper 10 (Chemistry)
J250/10
1 hour 10 minutes
60 mark written paper
With assumed knowledge of C1-C3
•
Topic P1: Matter
•
Topic P2: Forces
•
Topic P3: Electricity and magnetism
16.7%
of total
GCSE
Paper 11 (Physics)
J250/11
1 hour 10 minutes
60 mark written paper
Paper 12 (Physics)
J250/12
1 hour 10 minutes
60 mark written paper
16.7%
of total
GCSE
16.7%
of total
GCSE
16.7%
of total
GCSE
J250/08, J250/10 and J250/12 include synoptic assessment.
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© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
2b. Content of GCSE (9–1) in Combined Science A (Gateway
Science) (J250)
The GCSE (9–1) in Combined Science A
(Gateway Science) specification content is
divided into eighteen teaching topics and
each topic is further divided into key subtopics. Each sub-topic is introduced with a
short summary text, followed by the
underlying knowledge and understanding
learners should be familiar with and common
misconceptions associated with the topic.
The ‘Assessable content’ is shown by the
coloured highlighting: Assessable
mathematical learning outcomes,
Learning outcomes and To include.
•
•
Working scientifically: references to
working scientifically (Section 5e) are
included in the Working scientifically
column to highlight opportunities to
encourage a wider understanding of
science.
•
Practical/research: OCR has split the
list of apparatus and techniques
requirements from the Department for
Education ‘GCSE subject content’ into
sixteen Practical Activity Groups or
PAGs. The table in Appendix 5h
illustrates the skills required for each
PAG and an example practical that may
be used to contribute to the PAG.
Within the specification there are a
number of suggested practicals that are
illustrated in the ‘Opportunities for’
column, which count towards each
PAG. We are expecting that centres do
a wide range of practical activities
during the course. These can be the
ones illustrated in the specification or
can be practicals that are devised by
the centre. Activities can range from
whole investigations to simple starters
and plenaries.
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•
•
The Assessable mathematical
learning outcomes highlight the maths
learning outcomes which will be
assessed in an examination on that
particular topic.
Maths: the mathematical skills
requirements in Section 5f can be
assessed throughout the examination.
These are referenced in the Maths
column by the prefix M to link the
mathematical skills required for GCSE
(9–1) in Combined Science A (Gateway
Science) to examples of science
content where those mathematical skills
could be linked to learning.
The Learning outcomes may all be
assessed in the examinations. The
statements in bold are intended for
higher tier only. Therefore, higher tier
learners need to be taught the entire
specification. Foundation tier learners
must be taught the entire specification,
apart from the statements in bold.
The To include column is included to
provide further advice on delivery.
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•
•
The ‘Opportunities for’ is divided into three
columns: Mathematics, Working
scientifically and Practical/research. Items
that are contained within these columns will
not be directly assessed, but are intended as
a starting point for lesson planning.
The specification has been designed to be
co-teachable with the GCSE (9–1) in Biology,
Chemistry and Physics qualifications.
A summary of the content for the GCSE (9–1)
in Combined Science A (Gateway Science)
course is set out in the following pages.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
9
Summary of Content for GCSE (9–1) in Combined Science A (Gateway Science) – Biology
Topic B2: Scaling up
Topic B3: Organism level systems
B1.1 Cell structures
B1.2 What happens in cells (and what do cells
need)?
B1.3 Respiration
B1.4 Photosynthesis
B2.1 Supplying the cell
B2.2 The challenges of size
B3.1 Coordination and control – the nervous
system
B3.2 Coordination and control – the endocrine
system
B3.3 Maintaining internal environments
B4.1 Ecosystems
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Topic B5: Genes, inheritance and
selection
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Topic B4: Community level systems
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Topic B1: Cell level systems
B5.1 Inheritance
B5.2 Natural selection and evolution
Topic B6: Global challenges
B6.1 Monitoring and maintaining the
environment
B6.2 Feeding the human race
B6.3 Monitoring and maintaining health
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Summary of Content for GCSE (9–1) in Combined Science A (Gateway Science) – Chemistry
Topic C2: Elements, compounds and
mixtures
Topic C1: Particles
C2.1 Purity and separating mixtures
C2.2 Bonding
C2.3 Properties of materials
Topic C4: Predicting and identifying
reactions and products
Topic C5: Monitoring and controlling
chemical reactions
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C4.1 Predicting chemical reactions
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
C3.1 Introducing chemical reactions
C3.2 Energetics
C3.3 Types of chemical reactions
C3.4 Electrolysis
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C1.1 The particle model
C1.2 Atomic structure
Topic C3: Chemical reactions
C5.1 Controlling reactions
C5.2 Equilibria
Topic C6: Global challenges
C6.1 Improving processes and products
C6.2 Interpreting and interacting with Earth
systems
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Summary of Content for GCSE (9–1) in Combined Science A (Gateway Science) – Physics
Topic P2: Forces
Topic P3: Electricity and magnetism
P1.1 Nuclear atom, the particle model
P1.2 Changes of state
P2.1 Motion
P2.2 Newton’s laws
P2.3 Forces in action
P3.1 Static and Charge
P3.2 Simple circuits
P3.3 Magnets and magnetic fields
Topic P4: Waves and radioactivity
Topic P5: Energy
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Topic P1: Matter
P4.1 Wave behaviour
P4.2 The electromagnetic spectrum
P4.3 Radioactivity
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P5.1 Work done
P5.2 Power and efficiency
Topic P6: Global challenges
P6.1 Physics on the move
P6.2 Powering Earth
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
2c. Content of topics B1 to B6, C1 to C6 and P1 to P6
Topic B1: Cell level systems
B1.1 Cell structures
Common misconceptions
Learners commonly have difficulty understanding the concept of a cell as
a 3D structure, so this should be addressed during the teaching of this
topic.
Underlying knowledge and understanding
Learners should be familiar with cells as the fundamental unit of living
organisms, and with the use of light microscopes to view cells. They
should also be familiar with some sub-cellular structures, and the
similarities and differences between plant and animal cells.
Tiering
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Summary
Cells are the fundamental units of living organisms. Cells contain many
sub-cellular structures that are essential for the functioning of the cell as a
whole. Microscopy is used to examine cells and sub-cellular structures.
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
BM1.1i
demonstrate an understanding of number, size and scale and the quantitative
relationship between units
M2a and M2h
BM1.1ii
use estimations and explain when they should be used
M1d
BM1.1iii
calculate with numbers written in standard form
M1b
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
13
Assessable content
Opportunities for
Learning outcomes
To include
Maths
B1.1a
lenses, stage, lamp, use of slides and
cover slips, and the use of stains to view
colourless specimens or to highlight
different structures/tissues and
calculation of the magnification used
M1d, M2a,
M2h
describe how light microscopes
and staining can be used to view
cells
Working
scientifically
WS1.2c,
WS1.4c,
WS1.4d,
WS1.4e,
WS2a,
WS2b,
WS2c,
WS2d
Practical/research
Investigation of a range of cells
using pictures, light micrographs and
diagrams. Measure the size and
magnification of the cells. (PAG B1)
Preparation of cheek cell slides.
(PAG B1, PAG B5)
B1.1c
14
explain how the main sub-cellular
structures of eukaryotic cells
(plants and animals) and
prokaryotic cells are related to
their functions
nucleus, genetic material, chromosomes,
plasmids, mitochondria (contain enzymes
for cellular respiration), chloroplasts
(contain chlorophyll) and cell membranes
(contain receptor molecules, provides a
selective barrier to molecules)
explain how electron microscopy
has increased our understanding
of sub-cellular structures
to include increased resolution in a
transition electron microscope
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B1.1b
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Preparation of onion epidermis cells
slides. (PAG B1, PAG B4)
M1b
WS1.4a,
WS2a,
WS2b,
WS2c,
WS2d
WS1.1a,
WS1.4c,
WS1.4d
Use of light microscopes to view
plant and animal cells. (PAG B1,
PAG B4, PAG B5)
Demonstrate of the structure of plant
and animal cells by constructing 3D
models.
Investigation of cytoplasmic
streaming in Elodea spp. (PAG B1,
PAG B4)
Comparison of a range of cells using
pictures from light and electron
micrographs.
Comparison of the visible structures
visible on light and electron
micrographs.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
B1.2 What happens in cells (and what do cells need)?
Summary
Life processes depend on biological molecules whose structure is related
to their function. Inside every cell is genetic material and this is used as a
code to make proteins. Enzymes are important proteins in biology.
temperature of 37°C (human body temperature). The range of optimum
temperatures of enzymes should be introduced through the teaching of
this topic and further addressed when considering homeostatic
mechanisms for controlling temperature.
Underlying knowledge and understanding
Learners should have a simple understanding of the double helix model of
DNA. Learners should be familiar with the idea of enzymes as biological
catalysts.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Common misconceptions
Learners commonly hold the misconception that DNA is made of protein
or sugar. Learners also think that all enzymes have an optimum
Assessable mathematical learning outcomes
Maths skills
BM1.2i
carry out rate calculations for chemical reactions
M1a and M1c
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Reference
Assessable content
Learning outcomes
DNA and protein synthesis
B1.2a describe DNA as a polymer
B1.2b
To include
Maths
Opportunities for
Working
scientifically
WS1.4a
Practical/research
Demonstrate of the structure of DNA
by constructing 3D models.
describe DNA as being made up
of two strands forming a double
helix
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
15
Learning outcomes
To include
Maths
describe experiments that can be
used to investigate enzymatic
reactions
B1.2d
explain the mechanism of enzyme the role of enzymes in metabolism, the
action
role of the active site, enzyme specificity
(lock and key hypothesis) and factors
affecting the rate of enzyme controlled
reactions (pH, temperature, substrate
and enzyme concentration)
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M1a, M1c
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B1.2c
Working
scientifically
WS1.1h,
WS1.2b,
WS1.2c,
WS1.2e,
WS1.3a,
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS2a,
WS2b,
WS2c,
WS2d
WS2a,
WS2b,
WS2c,
WS2d
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M1a, M1c
Practical/research
Investigations of enzyme activity,
including numerical analysis of data
and graphical representation of
results. (PAG B3)
Demonstration of the effect of
amylase on a baby rice paste. (PAG
B3)
Investigation of enzyme controlled
reactions. (PAG B3)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
B1.3 Respiration
Summary
Metabolic processes such as respiration are controlled by enzymes.
Organic compounds are used as fuels in cellular respiration to allow the
other chemical reactions necessary for life.
Assessable content
Learning outcomes
B1.3b
B1.3c
describe cellular respiration as a
universal chemical process,
continuously occurring in all living
cells that supply ATP
describe cellular respiration as an
exothermic reaction
compare the processes of
aerobic and anaerobic respiration
Maths
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B1.3a
To include
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Opportunities for
Working
Practical/research
scientifically
WS1.2a
ft
Underlying knowledge and understanding
Learners should also have some underpinning knowledge of respiration.
This should include that respiration involves the breakdown of organic
molecules to enable all the other chemical processes necessary for life.
Learners should be able to recall the word equation for respiration.
Common misconceptions
Learners commonly hold the misconception that ventilation is respiration.
They can also get confused between the terms breakup and breakdown.
in plants/fungi and animals the different
conditions, substrates, products and
relative yields of ATP
WS1.2b
WS2a,
WS2b,
WS2c,
WS2d
Demonstration of an exothermic
reaction (e.g. heat pack).
Research into whether plants
respire. (PAG B3, PAG 4)
Investigation of fermentation in fungi.
(PAG B1, PAG B3)
Investigation of respiration in yeast
using alginate beads to immobilize
the fungus. (PAG B1, PAG B3)
17
Learning outcomes
To include
B1.3d
to include use of the terms monomer and
polymer
B1.3e
Working
scientifically
Practical/research
Demonstration of the synthesis and
breakdown of biological molecules
(e.g. using Lego bricks).
to include use of the terms monomer and
polymer
D
ra
ft
B1.3f
explain the importance of sugars
in the synthesis and breakdown of
carbohydrates
explain the importance of amino
acids in the synthesis and
breakdown of proteins
explain the importance of fatty
acids and glycerol in the
synthesis and breakdown of lipids
Maths
18
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
B1.4 Photosynthesis
Summary
Life processes depend on photosynthesis. Green plants and algae trap
light from the Sun to fix carbon dioxide with hydrogen from water making
organic compounds.
Underlying knowledge and understanding
Learners should also have some underpinning knowledge of
photosynthesis. They should have an understanding that plants make
carbohydrates in their leaves by photosynthesis, and be able to recall the
word equation for photosynthesis.
Common misconceptions
Learners often think that plants do not respire.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable mathematical learning outcomes
Maths skills
BM1.4i
understand and use simple compound measures such as the rate of a reaction
M1a and M1c
BM1.4ii
plot and draw graphs, selecting appropriate scales and axes
M4a and M4c
BM1.4iii
translate information between graphical and numerical form
M4a
BM1.4iv
extract and interpret information from charts, graphs and tables
M2c and M4a
BM1.4v
Understand and use inverse proportion – the inverse square law and light
intensity in the context of factors affecting photosynthesis
M1c
D
ra
ft
Reference
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
19
Assessable content
B1.4a
B1.4b
To include
describe photosynthetic
organisms as the main producers
of food and therefore biomass for
life on Earth
describe the process of
photosynthesis
describe photosynthesis as an
endothermic reaction
B1.4d
describe experiments to
investigate photosynthesis
B1.4e
explain the effect of temperature,
light intensity and carbon dioxide
concentration on the rate of
photosynthesis
explain the interaction of these
factors in limiting the rate of
photosynthesis
B1.4f
20
Working
scientifically
Practical/research
Use of concept cartoons to start
discussions about photosynthesis.
reactants and products, two-stage
process, location of the reaction (in the
chloroplasts)
WS2a,
WS2b,
WS2c,
WS2d
D
ra
B1.4c
Maths
Investigation of photosynthesis e.g.
the Priestley experiment using
Cabomba experiment to collect
oxygen or the Ingenhousz
experiment to show mass gain.
(PAG B4)
Demonstrate an endothermic
reaction (e.g. icepack).
ft
Learning outcomes
Opportunities for
M1a, M1c,
M2c,M4a,
M4c, M1c
M1a, M1c
M2c, M4a,
M1c
WS1.3b,
WS1.3c,
WS1.3e
WS2a,
WS2b,
WS2c,
WS2d
WS2a,
WS2b,
WS2c,
WS2d
WS1.2b,
WS1.2c,
WS1.2e
WS1.3a,
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3f,
WS1.3g,
WS1.4e,
WS2c, WS2d
Experiments of show the
consequences of light exclusion on
photosynthesising plants (e.g.
testing geraniums for starch). (PAG
B4)
Investigation of photosynthesis in
algae using alginate beads to
immobilize the algae. (PAG B4)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic B2: Scaling up
B2.1 Supplying the cell
Summary
Cells transport many substances across their membranes by diffusion,
osmosis and active transport. Stem cells are found in both plants and
animals. These stem cells can divide, differentiate and become
specialised to form tissues, organs and organ systems.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should be familiar with the role of diffusion in the movement of
materials in and between cells.
Common misconceptions
Learners commonly show some confusion regarding surface area to
volume ratio, particularly how larger animals have a smaller surface area
to volume ratio. They also show some confusion as to stem cells: where
they are found and their roles. Care should be taken to give clear
definitions when covering this content.
Reference
Assessable mathematical learning outcomes
Maths skills
BM2.1i
use percentiles and calculate percentage gain and loss of mass
M1c
Assessable content
Learning outcomes
B2.1a
explain how substances are
transported into and out of cells
through diffusion, osmosis and
active transport
To include
Maths
examples of substances moved, direction M1c
of movement, concentration gradients
and use of the term water potential (no
mathematical use of water potential
required)
Opportunities for
Working
scientifically
WS2a,
WS2b,
WS2c,
WS2d
Practical/research
Observation of osmosis in plant cells
using a light microscope.
Demonstration of ‘creaming yeast’ to
show osmosis. (PAG B1, PAG B5)
Investigating of changes in mass of
vegetable chips when placed in
sucrose/salt concentrations of
varying concentrations. (PAG B4)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
21
Learning outcomes
To include
B2.1b
the stages of the cell cycle as DNA
replication, movement of chromosomes,
followed by the growth of the cell
B2.1c
explain the importance of cell
differentiation
B2.1d
recall that stem cells are present
in embryonic and adult animals
and meristems in plants
describe the functions of stem
cells
B2.1f
22
describe the difference between
embryonic and adult stem cells in
animals
division to produce a range of different
cell types for development, growth and
repair
D
ra
B2.1e
the production of specialised cells
allowing organisms to become more
efficient and examples of specialised
cells
Working
scientifically
WS2a,
WS2b,
WS2c,
WS2d
WS2a,
WS2b,
WS2c,
WS2d
ft
describe the process of mitosis in
growth, including the cell cycle
Maths
Practical/research
Modelling of mitosis using everyday
objects e.g. shoes, socks etc.
Observation of mitosis in stained
root tip cells. (PAG B1, PAG B4)
Examination of a range of
specialised cells using a light
microscope. (PAG B1, PAG B4,
PAG B5)
Demonstration of cloning using
cauliflower. (PAG B4)
WS1.1e,
WS1.1f,
WS1.1h
Research into the different types of
stem cells.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
B2.2 The challenges of size
Summary
When organisms become multicellular, the need arises for highly adapted
structures including gaseous exchange surfaces and transport systems,
enabling living processes to be performed effectively.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Underlying knowledge and understanding
Learners should be familiar with the role of diffusion in the movement of
materials in and between cells. They should also be familiar with the
human gaseous exchange system.
Common misconceptions
Learners have a view that the slow flow of blood in capillaries is due to
the narrow diameter, when in fact it is a function of the total crosssectional area of the capillaries (1000 times greater than the aorta).
When explaining the importance of the slow flow of blood in allowing time
for exchange by diffusion, this misunderstanding should be considered.
Assessable mathematical learning outcomes
Maths skills
BM2.2i
calculate surface area:volume ratios
M1c
BM2.2ii
use simple compound measures such as rate
M1a and M1c
BM2.2iii
carry out rate calculations
M1a and M1c
BM2.2iv
plot, draw and interpret appropriate graphs
M4a, M4b, M4c and M4d
D
ra
Reference
Assessable content
Learning outcomes
B2.2a
explain the need for exchange
surfaces and a transport system
in multicellular organisms in terms
of surface area:volume ratio
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
To include
Maths
to include surface area, volume and
diffusion distances
M1c
Opportunities for
Working
scientifically
WS1.4d,
WS1.4e,
WS1.4f,
WS2a,
WS2b,
WS2c,
WS2d
Practical/research
Investigating of surface area:volume
ratio using hydrochloric acid and
gelatine cubes stained with
phenolphthalein or other suitable pH
indicator. (PAG B4, PAG B5)
23
Learning outcomes
To include
B2.2b
oxygen, carbon dioxide, water, dissolved
food molecules, mineral ions and urea
B2.2e
24
explain how the structure of the
heart and the blood vessels are
adapted to their functions
explain how red blood cells and
plasma are adapted to their
transport functions in the blood
Working
scientifically
Practical/research
Modelling of the human circulatory
system.
WS2a,
WS2b,
WS2c,
WS2d
ft
B2.2d
to include the relationship with the
gaseous exchange system, the need for
a double circulatory system in mammals
and the arrangement of vessels
the structure of the mammalian heart
with reference to valves, chambers,
cardiac muscle and the structure of blood
vessels with reference to thickness of
walls, diameter of lumen, presence of
valves
D
ra
B2.2c
describe some of the substances
transported into and out of a
range of organisms in terms of
the requirements of those
organisms
describe the human circulatory
system
Maths
WS2a,
WS2b,
WS2c,
WS2d
Investigation of heart structure by
dissection.
Investigation of a blood smear using
a light microscope. (PAG B1, PAG
B5)
Modelling of blood using sweets to
represent the components.
Examine the gross structure of blood
vessels using a light microscope.
(PAG B1, PAG B5)
Investigating of the elasticity of
different blood vessels using
hanging masses. (PAG B5)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
Maths
explain how water and mineral
ions are taken up by plants,
relating the structure of the root
hair cells to their function
Working
scientifically
WS2a,
WS2b,
WS2c,
WS2d
D
ra
ft
B2.2f
To include
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Practical/research
Examination of root hair cells using a
light microscope. (PAG B1, PAG B4)
Demonstration the effectiveness of
transpiration by trying to suck water
from a bottle using a 10m straw.
(PAG B4)
Investigation of the position of the
xylem/phloem in root, stem and leaf
tissues using a light microscope.
(PAG B1, PAG B4)
Interpretation of experimental
evidence of the movement of
dissolved food materials in a plant.
(PAG B1, PAG B4)
Examining the position of the phloem
in root, stem and leaf tissues using a
light microscope. (PAG B1, PAG B4)
25
Learning outcomes
To include
B2.2g
describe the processes of
transpiration and translocation
the structure and function of the stomata
B2.2h
explain how the structure of the
xylem and phloem are adapted to
their functions in the plant
explain the effect of a variety of
environmental factors on the rate
of water uptake by a plant
describe how a simple potometer
can be used to investigate factors
that affect the rate of water
uptake
M1a, M1c
M1d
M1a, M1c,
M1d, M4a,
M4b, M4c,
M4d
D
ra
B2.2j
light intensity, air movement, and
temperature
26
Working
scientifically
WS2a,
WS2b,
WS2c,
WS2d
WS2a,
WS2b,
WS2c,
WS2d
WS1.2b,
WS1.2c,
WS1.2e
WS1.3a,
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS2a,
WS2b,
WS2c,
WS2d
ft
B2.2i
Maths
Practical/research
Measurement of plant stomatal
density by taking an impression of
the leaf using clear nail varnish or
spray on plaster. (PAG B1,PAG B4)
Interpreting experimental evidence
of investigations into environmental
factors that affect water uptake.
(PAG B4)
Investigation of transpiration rates
from a plant cutting. (PAG B4)
Work out the rate of transpiration in
volume of water/time. (PAG B4)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic B3: Organism level systems
B3.1 Coordination and control – the nervous system
Summary
The human nervous system is an important part of how the body
communicates with itself and also receives information from its
surroundings.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should have a concept of the hierarchical organism of
multicellular organisms from cells to tissues to organs to systems to
organisms.
Common misconceptions
Learners commonly think that their eyes see objects ‘directly’, like a
camera, but the reality is that the image formed by the brain is based on
the eye’s and brain’s interpretation of the light that comes into the eye i.e.
different people will perceive the same object or image differently. Young
learners also have the misconception that some sort of “force” comes out
of the eye, enabling it to see.
Assessable content
Learning outcomes
B3.1a
B3.1b
B3.1c
describe the structure of the
nervous system
explain how the components of
the nervous system can produce
a coordinated response
explain how the structure of a
reflex arc is related to its function
To include
Maths
Opportunities for
Working
scientifically
CNS, sensory and motor neurones and
sensory receptors
it goes to all parts of the body, has many
links, has different sensory receptors and
is able to coordinate responses
M1d, WS2a,
WS2b,
WS2c,
WS2d
Practical/research
Demonstrate of the structure of a
neurone by constructing 3D models.
Demonstration (by video) of
someone trying to do everyday tasks
whilst being given mild electric
shocks (Brainiac).
Demonstration of reaction time by
getting a learner to catch a falling
£5note/ruler drop. (PAG B5)
Research into reflexes. (PAG B5)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
27
B3.2 Coordination and control – the endocrine system
Summary
Hormones are chemical messengers. In animals, hormones are
transported around the body in the blood and affect target tissues and
organs. Hormones have a variety of roles in the human body, including
controlling reproduction. Plant hormones are chemicals that regulate plant
growth and development. They can be used in agriculture to control the
rate of growth.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Underlying knowledge and understanding
Learners should be aware of a number of hormones including adrenaline
and the male and female sex hormones.
Common misconceptions
With regards to the menstrual cycle, research has shown that learners
have problems relating the time of conception to the condition of the lining
of the uterus.
Assessable mathematical learning outcomes
Maths skills
BM3.2i
extract and interpret data from graphs, charts and tables
M2c
BM3.2ii
translate information between numerical and graphical forms
M4a
28
D
ra
Reference
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Opportunities for
Learning outcomes
To include
B3.2a
use of chemical messengers, transport in
blood, endocrine glands and receptors
B3.2d
B3.2e
B3.2f
oestrogen, progesterone, FSH and
testosterone
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
M2c, M4a
the relative effectiveness of the different
forms of contraception
Practical/research
WS1.3b,
WS1.3e
ft
B3.2c
D
ra
B3.2b
describe the principles of
hormonal coordination and control
by the human endocrine system
explain the roles of thyroxine
and adrenaline in the body as
examples of negative feedback
systems
describe the role of hormones in
human reproduction including the
control of the menstrual cycle
explain the interactions of FSH,
LH, oestrogen and
progesterone in the control of
the menstrual cycle
explain the use of hormones in
contraception and evaluate
hormonal and non-hormonal
methods of contraception
explain the use of hormones in
modern reproductive
technologies to treat infertility
Maths
M2c, M4a
Analysis of relative hormones levels
from raw data and graphically.
WS1.1d,
WS1.1e,
WS1.1f
Discussion into the various methods
of contraception and their
effective/ethical use.
WS1.1d,
WS1.1e,
WS1.1f,
WS1.1h
Research into Xenopus laevis
pregnancy testing to detect hCG by
the stimulation of oogenesis.
Research into hormonal treatments
for infertility.
29
B3.3 Maintaining internal environments
Summary
Homeostasis is crucial to the regulation of internal environments and
enables organisms to adapt to change, both internally and externally.
Internal temperature, blood sugar levels and osmotic balance are
regulated by a number of organs and systems working together.
Underlying knowledge and understanding
Learners will build on the knowledge and understanding gained in section
3.1 about coordination and control when considering the topics in this
section.
ft
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable mathematical learning outcomes
Maths skills
BM3.3i
extract and interpret data from graphs, charts and tables
M2c
D
ra
Reference
Assessable content
Learning outcomes
B3.3a
B3.3b
B3.3c
B3.3d
30
explain the importance of
maintaining a constant internal
environment in response to
internal and external change
explain how insulin controls blood
sugar levels in the body
explain how glucagon interacts
with insulin to control blood
sugar levels in the body
To include
Maths
allowing metabolic reactions to proceed
at appropriate rates
M2c
Opportunities for
Working
scientifically
WS1.4a
WS2a,
WS2b,
WS2c,
WS2d
Practical/research
Research into hypothermia.
Investigations into the glucose
content of fake urine to diagnose
diabetes, using e.g. Clinistix. (PAG
B5)
compare type 1 and type 2
diabetes and explain how they
can be treated
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic B4: Community level systems
B4.1 Ecosystems
Common misconceptions
Research has shown that it is easier for a learner to explain the
consequences on a food web if the producers are removed for some
reason than if the top predators are taken away. It is also better to start off
explaining ideas relating to food webs using small simple webs with
animals and plants that learners are likely to know e.g. rabbits and foxes.
Learners find arrows showing the flow of biomass from one trophic level
to another quite challenging and often mistake it for the direction of
predation. This makes problems relating to the manipulation of a food
web quite difficult for some.
ft
Summary
Microorganisms play an important role in the continuous cycling of
chemicals in ecosystems. Biotic and abiotic factors interact in an
ecosystem and have an effect on communities. Living organisms form
populations of single species, communities of many species and are part
of ecosystems. Living organisms are interdependent and show
adaptations to their environment. Feeding relationships reflect the
stability of an ecosystem and indicate the flow of biomass through the
ecosystem.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
Underlying knowledge and understanding
Learners should be familiar with the idea of a food web and the
interrelationships associated with them and that variation allows living
things to survive in the same ecosystem. They should also recognise that
organisms affect their environment and are affected by it.
Reference
Assessable mathematical learning outcomes
Maths skills
BM4.1i
Calculate the percentage of mass
M1c
BM4.1ii
Plot and draw appropriate graphs selecting appropriate scales for the axes
M4a and M4c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
31
Assessable content
Opportunities for
Learning outcomes
To include
B4.1a
recall that many different
materials cycle through the
abiotic and biotic components of
an ecosystem
explain the role of
microorganisms in the cycling of
materials through an ecosystem
examples of cycled materials e.g.
nitrogen and carbon
explain the importance of the
carbon cycle and the water
cycle to living organisms
describe different levels of
organisation in an ecosystem
from individual organisms to the
whole ecosystem
explain how abiotic and biotic
factors can affect communities
WS guidance needed maintaining
habitats, fresh water flow of nutrients
describe the importance of
interdependence and
competition in a community
interdependence relating to predation,
mutualism and parasitism
B4.1d
B4.1e
B4.1f
32
Practical/research
Research into the range of
ecosystems and examples of microorganisms that act as decomposers
within them. (PAG B1)
ft
B4.1c
Working
scientifically
the role of microorganisms in
decomposition
M1c
D
ra
B4.1b
Maths
temperature, light intensity, moisture
level, pH of soil, predators, food
M4a, M4c
WS1.3a,
WS1.3b,
WS1.3e
WS1.3h
WS1.4a
Identification of the biotic factors in
an ecosystem using sampling
techniques. (PAG B2)
Examination of the roots of a
leguminous plant e.g. clover to
observe the root nodules. (PAG B1,
PAG B4)
Investigation of the holly leaf miner
or the horse-chestnut leaf miner
(Cameraria ohridella). (PAG B1,
PAG B4, PAG B5)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic B5: Genes, inheritance and selection
B5.1 Inheritance
Summary
Inheritance relies on the genetic information contained in the genome
being passed from one generation to the next, whether sexually or
asexually. The characteristics of a living organism are influenced by the
genome and its interaction with the environment.
ft
Underlying knowledge and understanding
Learners should be familiar with the idea of heredity as the process by
which genetic information is passed from one generation to the next. They
should have a simple model of chromosomes, genes and DNA.
necessarily scientifically accurate) explanations for inheritance before
undertaking GCSE study. Some examples include that intra-specific
variation is as a result of defects in development or that acquired
characteristics can be inherited. Care must also be taken with the concept
of dominant and recessive alleles. Whether an allele is dominant or
recessive does not affect the mechanism of inheritance of the allele, but is
an observed pattern in the phenotype of organisms. Many learners
assume that the dominant allele ‘dominates’ the recessive allele
preventing its expression (which is not the case) or that the recessive
allele is actually just an absence of the dominant allele (also not generally
the case).
D
ra
Common misconceptions
Learners commonly struggle to appreciate the physical relationships
between the nucleus, genetic material, the genome, chromosomes and
genes. Accurate definitions of these terms will help learners’ explanations
in this topic. Learners often have well-developed (although not
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
BM5.1i
extract and interpret information from charts, graphs and tables
M2c and M4a
BM5.1ii
understand and use the concept of probability in predicting the outcome of genetic
crosses
M2e
BM5.1iii
understand and use direct proportions and simple ratios in genetic crosses
M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
33
Assessable content
B5.1b
B5.1c
B5.1d
B5.1e
B5.1f
B5.1g
explain the following terms:
gamete, chromosome, gene,
allele/ variant, dominant,
recessive, homozygous,
heterozygous, genotype and
phenotype
describe the genome as the entire
genetic material of an organism
describe that the genome, and its
interaction with the environment,
influence the development of the
phenotype of an organism
recall that all variants arise from
mutations, and that most have no
effect on the phenotype, some
influence phenotype and a very
few determine phenotype
explain the terms haploid and
diploid
explain the role of meiotic cell
division in halving the
chromosome number to form
gametes
explain single gene inheritance
Maths
Working
scientifically
Practical/research
Use of alleles to work out the
phenotype of progeny.
use of examples of discontinuous and
continuous variation e.g. eye colour,
weight and height
D
ra
B5.1a
To include
ft
Learning outcomes
Opportunities for
that this maintains diploid cells when
gametes combine and is a source of
genetic variation
in the context of homozygous and
heterozygous crosses involving dominant
and recessive genes
M2c, M4a
Prediction of the probability of
phenotype for genetic crosses.
Investigation into probability by
suitable example (e.g. coin toss or
die roll).
B5.1h
34
predict the results of single gene
crosses
M1c ,M2c,
M2e,M4a
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
B5.1i
describe sex determination in
humans using a genetic cross
recall that most phenotypic
features are the result of multiple
genes rather than single gene
inheritance
Maths
Working
scientifically
Practical/research
M1c, M2c,
M2e, M4a
D
ra
ft
B5.1j
To include
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
35
B5.2 Natural selection and evolution
Summary
Variation in the genome and changes in the environment drive the
process of natural selection, leading to changes in the characteristics of
populations. Evolution accounts for both biodiversity and how organisms
are all related to varying degrees. Key individuals have played important
roles in the development of the understanding of genetics.
Learning outcomes
B5.2a
B5.2b
B5.2c
36
D
ra
Assessable content
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Underlying knowledge and understanding
Learners should appreciate that changes in the environment can lead
some individuals, or even some entire species, unable to compete and
reproduce leading to extinction.
Common misconceptions
Learners are used to hearing the term evolution in everyday life but it is
often used for items that have been designed and gradually improved in
order to fit a purpose. They therefore find it difficult to grasp the idea that
evolution by natural selection relies on random mutations. Learners also
tend to imply that individuals change by natural selection. Statements
such as ‘a moth will change by natural selection in order to become better
camouflaged’ include both of these common misconceptions.
state that there is usually
extensive genetic variation within
a population of a species
describe the impact of
developments in biology on
classification systems
explain how evolution occurs
through the natural selection of
variants that have given rise to
phenotypes best suited to their
environment
To include
natural and artificial classification
systems and use of molecular
phylogenetics based on DNA sequencing
The concept of mutation
Maths
Opportunities for
Working
scientifically
Practical/research
WS1.1b
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
B5.2d
describe evolution as a change in
the inherited characteristics of a
population over time, through a
process of natural selection,
which may result in the formation
of new species
describe the evidence for
evolution
Maths
fossils and antibiotic resistance in
bacteria
Working
scientifically
Practical/research
WS1.1c
WS1.1d
WS1.1g
D
ra
ft
B5.2e
To include
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
37
Topic B6: Global challenges
This topic seeks to integrate learners’ knowledge and understanding of biological systems and processes, with the aim of applying it to global challenges.
Biological information is used to help people to improve their own lives and strive to create a sustainable world for future generations. This topic provides
opportunities to draw together the concepts covered in earlier topics, allowing synoptic treatment of the subject.
6.1 Monitoring and maintaining the environment
Common misconceptions
It is important that in the study of this topic learners are given
opportunities to explore both positive and negative human interactions
within ecosystems.
ft
Summary
Living organisms interact with each other, the environment and with
humans in many different ways. If the variety of life is to be maintained we
must actively manage our interactions with the environment. We must
monitor our environment, collecting and interpreting information about the
natural world, to identify patterns and relate possible cause and effect.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
Underlying knowledge and understanding
From their study in topic 4, learners should be familiar with ecosystems
and the various ways organisms interact. They should understand how
biotic and abiotic factors influence communities. Learners should be
familiar with the gases of the atmosphere from key stage 3.
Reference
Assessable mathematical learning outcomes
Maths skills
BM6.1i
calculate arithmetic means
M2b
BM6.1ii
plot and draw appropriate graphs selecting appropriate scales for the axes
M4a and M4c
BM6.1iii
understand and use percentiles
M1c
BM6.1iv
extract and interpret information from charts, graphs and tables
M2c and M4a
38
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Opportunities for
Learning outcomes
To include
Maths
B6.1a
sampling techniques (random and
transects, capture-recapture), use of
quadrats, pooters, nets, keys and scaling
up methods
M1c, M2b,
M2c M4a,
M4c
B6.1c
the conservation of individual species
and selected habitats and threats from
land use and hunting
ft
describe both positive and
negative human interactions
within ecosystems and explain
their impact on biodiversity
D
ra
B6.1b
explain how to carry out a field
investigation into the distribution
and abundance of organisms in a
habitat and how to determine their
numbers in a given area
explain some of the benefits and
challenges of maintaining local
and global biodiversity
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.2d,
WS1.2b,
WS1.2c,
WS1.2e,
WS1.3h,
WS2a,
WS2b,
WS2c,
WS2d
WS2a,
WS2b,
WS2c,
WS2d
Practical/research
Investigation of ecological sampling
methods. Use the symbols =, <, <<,
>>, >, ∝, ~ in your answer where
appropriate. (PAG B2)
Investigation of sampling using a
suitable model (e.g. measuring the
red sweets in a mixed selection).
Investigation into the effectiveness of
germination in different strengths of
acid rain. (PAG B4)
Investigation into the effects of lichen
distribution against pollution. (PAG
B2)
the difficulty in gaining agreements for
and the monitoring of conservation
schemes along with the benefits of
ecotourism
39
B6.2 Feeding the human race
Summary
The human population is increasing rapidly and with this comes a need
for more food. Biologists are seeking to tackle this increased demand,
which will lead to an improvement in the lives of many people around the
world. However, there are many things to consider in achieving this aim,
not least the impact on ecosystems. There is much debate surrounding
the use of gene technology as a potential solution to the problem of food
security.
Common misconceptions
Learners can often think that genetic engineering leads to the increased
use of pesticides.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should be familiar with the content of a healthy human diet and
the consequences of imbalances in a healthy daily diet. Their knowledge
and understanding from topics 1, 4 and 5 will also be drawn together in
this topic. This includes the organisation of DNA, what plants require
enabling them to photosynthesise, interactions between species and the
idea of variability within species and subsequent selection of
characteristics.
Reference
Assessable mathematical learning outcomes
Maths skills
BM6.2
extract and interpret information from charts, graphs and tables
M2c and M4a
Assessable content
Learning outcomes
B6.2a
B6.2b
40
explain the impact of the selective
breeding of food plants and
domesticated animals
describe genetic engineering as a
process which involves modifying
the genome of an organism to
introduce desirable characteristics
To include
Maths
M2c, M4a
Opportunities for
Working
scientifically
WS1.1c
Practical/research
Research into the Rothamsted
Research Broadbalk experiment.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
To include
describe the main steps in the
process of genetic engineering
B6.2d
explain some of the possible
benefits and risks of using gene
technology in modern agriculture
restriction enzymes, sticky ends, vectors
e.g. plasmids, ligase, host bacteria and
selection using antibiotic resistance
markers
to include practical and ethical
considerations
Working
scientifically
Practical/research
Production of a storyboard the
processes for genetic engineering.
WS1.1c
WS1.1d,
WS1.1e,
WS1.1f,
WS1.1g,
WS1.1h,
WS1.3i
Research into the advantages and
disadvantages of selective breeding
and genetic engineering.
D
ra
ft
B6.2c
Maths
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
41
B6.3 Monitoring and maintaining health
Underlying knowledge and understanding
Learners should be familiar with the effects of ‘recreational’ drugs
(including substance misuse) on behaviour, health and life processes, the
impact of exercise, asthma and smoking on the gas exchange system
and the consequences of imbalances in the diet, including obesity,
starvation and deficiency diseases.
Common misconceptions
Research has shown that learners tend to view all micro-organisms as
being non-beneficial. They tend to consider health as just physical and do
not consider mental health. Learners also confuse which diseases are
inherited and which are caught. They see cancer as a genetic disease.
ft
Summary
Diseases affect the health of populations of both humans and plants.
Scientists are constantly on the lookout for ways of preventing and
combating disease. The prevention of disease in plants is important so
that we are able to grow healthy plants enabling us to feed ourselves and
enhance our environment. The understanding of how disease is spread,
how our bodies defend themselves against disease and how immunity is
achieved is essential to enable us to combat potentially fatal diseases
spreading throughout whole populations. Non-communicable diseases
also have an impact on the health of the population. The prevention of
these diseases is frequently discussed in the media, with advice being
given to us on how to reduce our risk of contracting these diseases
through our life-style choices and discussion of new technologies.
D
ra
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
BM6.3i
translate information between graphical and numerical forms
M4a
BM6.3ii
construct and interpret frequency tables and diagrams, bar charts and histograms
M2c
BM6.3iii
understand the principles of sampling as applied to scientific data
M2d
BM6.3iv
calculate cross-sectional areas of bacterial cultures and clear agar jelly using πr2
M5c
BM6.3v
use a scatter diagram to identify a correlation between two variables
M2g
42
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
B6.3b
B6.3c
B6.3d
B6.3e
B6.3f
B6.3g
B6.3h
B6.3i
B6.3j
describe the relationship between
health and disease
describe different types of
diseases
describe the interactions between
different types of disease
explain how communicable
diseases (caused by viruses,
bacteria, protists and fungi) are
spread in animals and plants
explain how the spread of
communicable diseases may be
reduced or prevented in animals
and plants
describe a minimum of one
common human infection, one
plant disease and sexually
transmitted infections in humans
including HIV/AIDS
explain how white blood cells and
platelets are adapted to their
defence functions in the blood
describe the non-specific defence
systems of the human body
against pathogens
explain the role of the immune
system of the human body in
defence against disease
explain the use of vaccines and
medicines in the prevention and
treatment of disease
Maths
communicable and non-communicable
diseases
HIV and tuberculosis, and HPV and
cervical cancer
plant diseases: virus tobacco mosaic
virus, fungal Erysiphe graminis barley
powdery mildew, bacterial Agrobacterium
tumafaciens crown gall disease
detection of the antigen, DNA testing,
visual identification of the disease by a
plant pathologist
Working
scientifically
Practical/research
M4a
M2c
WS1.4b
M2c
WS1.4b
D
ra
B6.3a
To include
ft
Learning outcomes
Opportunities for
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
antibiotics, antivirals and antiseptics
WS1.1g,
WS1.1h
Research into whether children
should be routinely vaccinated?
43
B6.3l
B6.3
m
B6.3n
B6.3o
B6.3p
describe the processes of
discovery and development of
potential new medicines
recall that many noncommunicable human diseases
are caused by the interaction of a
number of factors
evaluate some different
treatments for cardiovascular
disease
analyse the effect of lifestyle
factors on the incidence of noncommunicable diseases at local,
national and global levels
describe cancer as the result of
changes in cells that lead to
uncontrolled growth and division
discuss potential benefits and
risks associated with the use of
stem cells in medicine
Maths
M2d, M5c
lifestyle factors to include exercise, diet,
alcohol and smoking
tissue transplantation and rejection
B6.3q
explain some of the possible
benefits and risks of using gene
technology in medicine
practical and ethical considerations
B6.3r
discuss the potential importance
for medicine of our increasing
understanding of the human
genome
the ideas of predicting the likelihood of
diseases occurring and their treatment by
drugs which are targeted to genomes
44
Working
scientifically
WS1.1d
Practical/research
Investigation into growth bacterial
cultures using aseptic techniques.
(PAG B1)
cardiovascular diseases, many forms of
cancer, some lung and liver diseases
and diseases influenced by nutrition,
including type 2 diabetes
to include lifestyle, medical and surgical
M2d, M2g
D
ra
B6.3k
To include
ft
Learning outcomes
WS1.1c,
WS1.1d,
WS1.1e,
WS1.1f,
WS1.1g,
WS1.1h
WS1.1j
WS1.1c,
WS1.1d,
WS1.1e
WS1.1j
WS1.1c
WS1.1d,
WS1.1j
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic C1: Particles
C1.1 The particle model
Common misconceptions
Learners commonly intuitively adhere to the idea that matter is
continuous. For example, they believe that the space between gas
particles is filled or non-existent, or that particles expand when they are
heated. The notion that empty space exists between particles is
problematic because this lacks supporting sensory evidence. They also
show difficulty understanding the concept of changes in state being
reversible; this should be addressed during the teaching of this topic.
ft
Summary
This short section introduces the particle model and its explanation of
different states of matter. A simple particle model can be used to
represent the arrangement of particles in the different states of matter and
to explain observations during changes in state. It does not, however,
explain why different materials have different properties. This explanation
is that the particles themselves and how they are held together must be
different in some way. Elements are substances that are made up of only
one type of atom and atoms of different elements can combine to make
compounds.
Reference
CM1.1i
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
Underlying knowledge and understanding
Learners should be familiar with the different states of matter and their
properties. They should also be familiar with changes of state in terms of
the particle model. Learners should have sufficient grounding in the
particle model to be able to apply it to unfamiliar materials and contexts.
Assessable mathematical learning outcomes
Mathematical skills
represent three dimensional shapes in two dimensions and vice versa when
looking at chemical structures e.g. allotropes of carbon
M5b
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
45
Assessable content
C1.1a
C1.1b
describe the main features of
the particle model in terms of
states of matter and change of
state
explain in terms of the particle
model the distinction between
physical changes and chemical
changes
explain the limitations of the
particle model in relation to
changes of state when
particles are represented by
inelastic spheres (e.g. like
bowling balls)
Maths
M5b
that it does not take into account the
forces of attraction between particles,
the size of particles and the space
between them
M5b
Working
Practical/research
scientifically
WS1.1a,
WS1.1b
WS1.1c
Observations of change of state with
comparison to chemical changes.
D
ra
C1.1c
To include
ft
Learning outcomes
Opportunities for
46
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
C1.2 Atomic structure
Reference
CM1.2i
CM1.2ii
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
Underlying knowledge and understanding
Learners should be familiar with the simple (Dalton) atomic model.
Common misconceptions
Learners commonly have difficulty understanding the concept of isotopes
due to the fact they think that neutral atoms have the same number of
protons and neutrons. They also find it difficult to distinguish between the
properties of atoms and molecules. Another common misconception is
that a positive ion gains protons or a negative ion loses electrons i.e. that
there is a change in the nucleus of the atom rather than a change in the
number of electrons.
ft
Summary
An atom is the smallest component of an element that gives an element
its property. These properties can be explained by models of atomic
structure. Current models suggest that atoms are made of smaller subatomic particles called protons, neutrons and electrons. They suggest that
atoms are composed of a nucleus surrounded by electrons. The nucleus
is composed of neutrons and protons. Atoms of each element have the
same number of protons as electrons. Atoms of different elements have
different numbers of protons. Atoms of the same element will have the
same number of protons but may have different numbers of neutrons.
Assessable mathematical learning outcomes
Mathematical skills
relate size and scale of atoms to objects in the physical world
M4a
estimate size and scale of atoms
M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
47
Assessable content
Opportunities for
Learning outcomes
To include
C1.2a
describe how and why the atomic
model has changed over time
the models of Dalton, Thomson,
Rutherford, Bohr, Geiger and Marsden
C1.2b
describe the atom as a positively
charged nucleus surrounded by
negatively charged electrons, with
the nuclear radius much smaller
than that of the atom and with
most of the mass in the nucleus
recall the typical size (order of
magnitude) of atoms and small
molecules
C1.2d
C1.2e
48
M1c, M4a
recall relative charges and
approximate relative masses of
protons, neutrons and electrons
calculate numbers of protons,
neutrons and electrons in atoms
and ions, given atomic number
and mass number of isotopes
Working
scientifically
WS1.1a,
WS1.1i,
WS1.2b
WS1.4a
Practical/research
Timeline of the atomic model.
WS1.1c,
WS1.4b,
WS1.4c,
WS1.4d,
WS1.4e,
WS1.4f
WS1.4a,
WS1.4b,
WS1.4c
WS1.3c, 1.4b
ft
the concept that typical atomic radii and
bond length are in the order of 10-10m
D
ra
C1.2c
Maths
definitions of an ion, atomic number,
mass number and an isotope, also the
standard notation to represent these
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic C2: Elements, compounds and mixtures
C2.1 Purity and separating mixtures
Summary
In chemical terms elements and compounds are pure substances and
mixtures are impure substances. Chemically pure substances can be
identified using melting point. Many useful materials that we use today are
mixtures. There are many methods of separating mixtures including
filtration, crystallisation, distillation and chromatographic techniques.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should be familiar with the concept of pure substances. They
should have met simple separation techniques of mixtures. The
identification of pure substances in terms of melting point, boiling point
and chromatography will also have been met before.
Common misconceptions
Learners commonly misuse the word pure and confuse it with natural
substances or a substance that has not been tampered with. They think
that when a substance dissolves that the solution is pure and not a
mixture.
Reference
Assessable mathematical learning outcomes
Maths skills
CM2.1i
arithmetic computation, ratio, percentage and multistep calculations permeates
quantitative chemistry
M1a, M1c, M1d
CM2.1ii
provide answers to an appropriate number of significant figures
M2a
CM2.1iii
change the subject of a mathematical equation
M3b, M3c
CM2.1iv
arithmetic computation and ratio when determining empirical formulae, balancing
equations
M3b, M3c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
49
Assessable content
C2.1b
C2.1c
C2.1d
C2.1e
C2.1f
explain what is meant by the
purity of a substance,
distinguishing between the
scientific and everyday use of the
term ‘pure’
use melting point data to
distinguish pure from impure
substances
calculate relative formula masses
of species separately and in a
balanced chemical equation
deduce the empirical formula of a
compound from the relative
numbers of atoms present or from
a model or diagram and vice
versa
explain that many useful materials
are formulations of mixtures
describe, explain and exemplify
the processes of filtration,
crystallisation, simple distillation,
and fractional distillation
C2.1g
describe the techniques of paper
and thin layer chromatography
C2.1h
recall that chromatography
involves a stationary and a mobile
phase and that separation
depends on the distribution
between the phases
50
Maths
Working
scientifically
WS1.4a
M1a, M1c,
M1d, M2a
the definition of relative atomic mass,
relative molecular mass, relative formula
mass
M3b, M3c
M3b, M3c
D
ra
C2.1a
To include
Practical/research
Purification of compounds. (PAG C3,
PAG C4)
Measurement of melting point.
WS1.3c,
WS1.4c
ft
Learning outcomes
Opportunities for
WS1.1b,
WS1.4a
alloys
knowledge of the techniques of filtration,
crystallisation, simple distillation and
fractional distillation
identification of the mobile and stationary
phases
WS1.2b,
WS1.2c,
WS2a,
WS2b, WS2b
Separation of mixtures and
purification of compounds. (PAG C3,
PAG C4)
Distillation of mixtures (PAG C3)
WS1.2b,
WS1.2c,
WS1.4a,
WS2a, WS2b
WS1.4a
Thin layer chromatography. (PAG
C2)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
To include
Maths
C2.1i
the recall and the use of the formula
M3b, M3c
C2.1j
paper, thin layer (TLC) and gas
chromatography
WS1.4a
Practical/research
Using chromatography to identify
mixtures of dyes in an unknown ink.
(PAG C2)
D
ra
ft
C2.1k
interpret chromatograms,
including measuring Rf values
suggest suitable purification
techniques given information
about the substances involved
suggest chromatographic
methods for distinguishing pure
from impure substances
Working
scientifically
WS1.3c,
WS1.4a
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
51
C2.2 Bonding
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
Underlying knowledge and understanding
Learners should be familiar with the simple (Dalton) atomic model.
Common misconceptions
Learners do not always appreciate that the nucleus of an atom does not
change when an electron is lost, gained or shared. They also find it
difficult to predict the numbers of atoms that must bond in order to
achieve a stable outer level of electrons. Learners think that chemical
bonds are physical things made of matter. They also think that pairs of
ions such as Na+ and Cl-are molecules. They do not have an awareness
of the 3D nature of bonding and therefore the shape of molecules.
ft
Summary
A simple electron energy level model can be used to explain the basic
chemical properties of elements. When chemical reactions occur, they
can be explained in terms of losing, gaining or sharing of electrons. The
ability of an atom to lose, gain or share electrons depends on its atomic
structure. Atoms that lose electrons will bond with atoms that gain
electrons. Electrons will be transferred between the atoms to form a
positive ion and a negative ion. These ions attract one another in what is
known as an ionic bond. Atoms that share electrons can bond with other
atoms that share electrons to form a molecule. Atoms in these molecules
are held together by covalent bonds.
Reference
Assessable mathematical learning outcomes
Maths skills
CM2.2i
estimate size and scale of atoms
M1c
CM2.2ii
represent three dimensional shapes in two dimensions and vice versa when looking
at chemical structures e.g. allotropes of carbon
M5b
CM2.2iii
translate information between diagrammatic and numerical forms
M4a
52
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Opportunities for
Learning outcomes
To include
C2.2a
physical properties, formation of ions
and common reactions e.g. with
oxygen to form oxides
C2.2d
C2.2e
C2.2f
group number and period number
M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.3f,
WS1.4a
Practical/research
WS1.4a
ft
C2.2c
D
ra
C2.2b
describe metals and non-metals and
explain the differences between
them on the basis of their
characteristic physical and chemical
properties
explain how the atomic structure of
metals and non-metals relates to
their position in the Periodic Table
explain how the position of an
element in the Periodic Table is
related to the arrangement of
electrons in its atoms and hence to
its atomic number
explain how the reactions of
elements are related to the
arrangement of electrons in their
atoms and hence to their atomic
number
explain in terms of atomic number
how Mendeleev’s arrangement was
refined into the modern Periodic
Table
describe and compare the nature
and arrangement of chemical bonds
in:
i.
ionic compounds
ii.
simple molecules
iii.
giant covalent structures
iv.
polymers
v.
metals
Maths
M5b, M4a
WS1.1b, 1.3f,
WS1.4a
WS1.1a,
WS1.4a
WS1.4a
Make ball and stick models of
molecules.
53
Learning outcomes
C2.2g
C2.2h
explain chemical bonding in terms of
electrostatic forces and the transfer
or sharing of electrons
construct dot and cross diagrams for
simple covalent and binary ionic
substances
describe the limitations of particular
representations and models to
include dot and cross diagrams, ball
and stick models and two and three
dimensional representations
Maths
M4a
Working
scientifically
WS1.4a
Practical/research
WS1.4a
WS1.1c
D
ra
ft
C2.2i
To include
54
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
C2.3 Properties of materials
Common misconceptions
Learners commonly have a limited understanding of chemical reactions
that is substances may explode, burn, contract expand or change state.
Underlying knowledge and understanding
Learners will know the difference between an atom, element and
compound.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Summary
This section explores the physical properties of elements and compounds
and how the nature of their bonding is a factor in their properties.
Assessable mathematical learning outcomes
Maths skills
CM2.3i
represent three dimensional shapes in two dimensions and vice versa when looking
at chemical structures e.g. allotropes of carbon
M5b
D
ra
Reference
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
55
Assessable content
C2.3b
C2.3c
C2.3d
C2.3e
C2.3f
56
recall that carbon can form four
covalent bonds
explain that the vast array of
natural and synthetic organic
compounds occur due to the ability
of carbon to form families of similar
compounds, chains and rings
explain the properties of diamond,
graphite, fullerenes and graphene
in terms of their structures and
bonding
use ideas about energy transfers
and the relative strength of
chemical bonds and intermolecular
forces to explain the different
temperatures at which changes of
state occur
use data to predict states of
substances under given conditions
explain how the bulk properties of
materials (ionic compounds; simple
molecules; giant covalent
structures; polymers and metals)
are related to the different types of
bonds they contain, their bond
strengths in relation to
intermolecular forces and the ways
in which their bonds are arranged
Maths
M5b
D
ra
C2.3a
To include
Working
scientifically
WS1.4a
Practical/research
WS1.4a
ft
Learning outcomes
Opportunities for
data such as temperature and how this
may be linked to changes of state
recognition that the atoms themselves
do not have the bulk properties of these
materials
WS1.2a,
WS1.3f,
WS1.4a,
WS1.4c
WS1.4a
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic C3: Chemical reactions
C3.1 Introducing chemical reactions
Common misconceptions
Although learners may have met the conservation of mass they still tend
to refer to chemical reactions as losing mass. They understand that mass
is conserved but not the number or species of atoms. They may think that
the original substance vanishes ‘completely and forever’ in a chemical
reaction.
Underlying knowledge and understanding
Learners should be familiar with chemical symbols and formulae for
elements and compounds. They should also be familiar with representing
chemical reactions using formulae. Learners will have knowledge of
conservation of mass, changes of state and chemical reactions.
Tiering
ft
Summary
A chemical equation represents, in symbolic terms, the overall change in
a chemical reaction. New materials are formed through chemical
reactions but mass will be conserved. This can be explained by a model
involving the rearrangement of atoms. Avogadro gave us a system of
measuring the amount of a substance in moles.
CM3.1i
CM3.1ii
D
ra
Reference
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable mathematical learning outcomes
arithmetic computation and ratio when determining empirical formulae, balancing
equations
calculations with numbers written in standard form when using the Avogadro
constant
Maths skills
M1a, M1c
M1b
CM3.1iii
provide answers to an appropriate number of significant figures
M2a
CM3.1iv
convert units where appropriate particularly from mass to moles
M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
57
Assessable content
Learning outcomes
Opportunities for
To include
C3.1a
M1a, M1c
M1a, M1c
WS1.4c
58
Practical/research
ft
the first 20 elements, Groups 1, 7, and 0
and other common elements included
within the specification
D
ra
use chemical symbols to write the
formulae of elements and simple
covalent and ionic compounds
C3.1b use the names and symbols of
common elements and
compounds and the principle of
conservation of mass to write
formulae and balanced chemical
equations and half equations
C3.1c use the names and symbols of
common elements from a
supplied Periodic Table to write
formulae and balanced chemical
equations where appropriate
C3.1d use the formula of common ions
to deduce the formula of a
compound
C3.1e construct balanced ionic
equations
C3.1f describe the physical states of
products and reactants using
state symbols (s, l, g and aq)
C3.1g describe tests to identify selected
gases
C3.1h recall and use the definitions of
the Avogadro constant (in
standard form) and of the mole
Working
scientifically
WS1.4a
Maths
M1a, M1c
M1a, M1c
oxygen, hydrogen, carbon dioxide and
chlorine
the calculation of the mass of one
atom/molecule
M1b, M1c
WS1.4b,
WS1.4c,
WS1.4d,
WS1.4f
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
To include
explain how the mass of a
given substance is related to
the amount of that substance in
moles and vice versa
C3.1j explain how the mass of a
solute and the volume of the
solution is related to the
concentration of the solution
C3.1k recall and use the law of
conservation of mass
C3.1l explain any observed changes in
mass in non-enclosed systems
during a chemical reaction and
explain them using the particle
model
C3.1
deduce the stoichiometry of an
m
equation from the masses of
reactants and products and
explain the effect of a limiting
quantity of a reactant
C3.1n use a balanced equation to
calculate masses of reactants
or products
M1c, M2a
M1b, M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.4b,
WS1.4c
Practical/research
WS1.3c,
WS1.4a,
WS1.4c
WS1.4c
WS1.1b,
WS1.4c
M1c
WS1.3c,
WS1.4c,
WS1.4d,
WS1.4f
M1c
WS1.3c,
WS1.4c
D
ra
C3.1i
Maths
ft
Learning outcomes
59
C3.2 Energetics
Summary
Chemical reactions are accompanied by an energy change. A simple
model involving the breaking and making of chemical bonds can be used
to interpret and calculate the energy change.
that energy is released when bonds break and do not link this release of
energy with the formation of bonds. They also may think for example that
a candle burning is endothermic because heat is needed to initiate the
reaction.
Underlying knowledge and understanding
Learners should be familiar with exothermic and endothermic chemical
reactions.
Tiering
ft
Common misconceptions
Learners commonly have the idea that energy is lost or used up. They do
not grasp the idea that energy is transferred. Learners also wrongly think
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable mathematical learning outcomes
CM3.2i
interpretation of charts and graphs when dealing with reaction profiles
M4a
CM3.2ii
arithmetic computation when calculating energy changes
M1a
60
D
ra
Reference
Maths skills
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
C3.2a
C3.2b
To include
distinguish between endothermic and
exothermic reactions on the basis of the
temperature change of the surroundings
draw and label a reaction profile for an
exothermic and an endothermic reaction
explain activation energy as the energy
needed for a reaction to occur
C3.2d calculate energy changes in a chemical
reaction by considering bond making
and bond breaking energies
activation energy, energy
change, reactants and products
M4a
Working
scientifically
WS1.4c
Practical/research
Measuring the temperature change
in reactions. (PAG C5)
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3g,
WS1.3h,
WS1.4c
WS1.4c
M1a
WS1.3c,
WS1.4c
D
ra
C3.2c
Maths
ft
Learning outcomes
Opportunities for
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
61
C3.3 Types of chemical reactions
Summary
Chemical reactions can be classified according to changes at the atomic
and molecular level. Examples of these include reduction, oxidation and
neutralisation reactions.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Underlying knowledge and understanding
Learners should be familiar with combustion, thermal decomposition,
oxidation and displacement reactions. They will be familiar with defining
acids and alkalis in terms of neutralisation reactions. Learners will have
met reactions of acids with alkalis to produce a salt and water and
reactions of acids with metals to produce a salt and hydrogen.
Common misconceptions
Learners commonly intuitively adhere to the idea that hydrogen ions in an
acid are still part of the molecule, not free in the solution. They tend to
have little understanding of pH, for example, they tend to think that alkalis
are less corrosive than acids. Learners also may think that the strength of
acids and bases and concentration mean the same thing.
Assessable mathematical learning outcomes
Maths skills
CM3.3i
arithmetic computation, ratio, percentage and multistep calculations permeates
quantitative chemistry
M1a, M1c, M1d
62
D
ra
Reference
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Opportunities for
Learning outcomes
To include
C3.3a
the concept of oxidising agent and
reducing agent
describe neutralisation as acid
reacting with alkali or a base to form a
salt plus water
C3.3e recognise that aqueous neutralisation
reactions can be generalised to
hydrogen ions reacting with hydroxide
ions to form water
C3.3f recall that carbonates and some
metals react with acids and write
balanced equations predicting
products from given reactants
C3.3g use and explain the terms dilute
and concentrated (amount of
substance) and weak and strong
(degree of ionisation) in relation to
acids
C3.3h recall that relative acidity and alkalinity
are measured by pH
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Practical/research
WS1.4a
WS1.4a
WS1.4a
D
ra
C3.3d
Working
scientifically
WS1.4a
ft
explain reduction and oxidation in
terms of loss or gain of oxygen,
identifying which species are oxidised
and which are reduced
C3.3b explain reduction and oxidation in
terms of gain or loss of electrons,
identifying which species are
oxidised and which are reduced
C3.3c recall that acids form hydrogen ions
when they dissolve in water and
solutions of alkalis contain hydroxide
ions
Maths
ratio of amount of acid to volume
of solution
M1a, M1c,
M1d
Production of pure dry sample of
salt. (PAG C4)
WS1.4a
WS1.4a
WS1.4a
WS1.4a
63
Learning outcomes
To include
C3.3i
pH of titration curves
C3.3j
M1a, M1c,
M1d
Working
scientifically
WS1.4a
Practical/research
Neutralisation reactions.
WS1.4a
Determining pH of unknown
solutions.
Use of pH probes.
D
ra
ft
C3.3k
describe neutrality and relative
acidity and alkalinity in terms of the
effect of the concentration of
hydrogen ions on the numerical
value of pH (whole numbers only)
recall that as hydrogen ion
concentration increases by a factor
of ten the pH value of a solution
decreases by a factor of one
describe techniques and apparatus
used to measure pH
Maths
64
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
C3.4 Electrolysis
Summary
Decomposition of a liquid during the conduction of electricity is a chemical
reaction called electrolysis. This section explores the electrolysis of
various molten ionic liquids and aqueous ionic solutions.
Common misconceptions
A common misconception is that ionic solutions conduct because of the
movement of electrons. Another common misconception is that ionic
solids do not conduct electricity because electrons cannot move.
Underlying knowledge and understanding
Learners should be familiar with ionic solutions and solids.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable mathematical learning outcomes
CM3.4i
arithmetic computation and ratio when determining empirical formulae, balancing
equations
Maths skills
M1a, M1c
D
ra
ft
Reference
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
65
Assessable content
Opportunities for
Learning outcomes
To include
C3.4a
the terms cations and anions
C3.4d
C3.4e
66
describe competing reactions in the
electrolysis of aqueous solutions of
ionic compounds in terms of the
different species present
describe electrolysis in terms of the
ions present and reactions at the
electrodes
describe the technique of electrolysis
using inert and non-inert electrodes
M1a, M1c
WS1.2a,
WS1.2b,
WS1.2c,
WS1.4a,
WS2a, WS2b
Practical/research
Electrolysis of sodium chloride
solution. (PAG C1)
Electrolysis of copper sulphate
solution. (PAG C1)
ft
C3.4c
for example compounds such as
NaCl
Working
scientifically
WS1.4a
the electrolysis of aqueous NaCl and
CuSO4 using inert electrodes
M1a, M1c
WS1.4a
D
ra
C3.4b
recall that metals (or hydrogen) are
formed at the cathode and non-metals
are formed at the anode in electrolysis
using inert electrodes
predict the products of electrolysis of
binary ionic compounds in the molten
state
Maths
M1a, M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic C4: Predicting and identifying chemical products
C4.1 Predicting chemical reactions
and how patterns in reactions can be predicted with reference to the
Periodic Table.
Common misconceptions
Learners consider the properties of particles of elements to be the same
as the bulk properties of that element. They tend to rely on the continuous
matter model rather than the particle model. Learners confuse state
changes and dissolving with chemical changes. Also since the
atmosphere is invisible to the eye and learners rely on concrete, visible
information. This means they therefore often avoid the role of oxygen in
their explanations for open system reactions. Even if the role of oxygen is
appreciated, the notion that gases do not have mass means that learners
do not realise that the solid products of an oxidation reaction have more
mass than the starting solid.
ft
Summary
Models of how substances react and the different types of chemical
reactions that can occur enable us to predict the likelihood and outcome
of a chemical reaction. The current Periodic Table was developed based
on observations of the similarities and differences in the properties of
elements. The way that the Periodic Table is arranged into groups and
periods reveals the trends and patterns in the behaviour of the elements.
The model of atomic structure provides an explanation for trends and
patterns in the properties of elements. The arrangement of elements in
groups and periods reveals the relationship between observable
properties and how electrons are arranged in the atoms of each element.
D
ra
Underlying knowledge and understanding
Learners should be familiar with the principles underpinning the
Mendeleev Periodic Table; the Periodic Table: periods and groups;
metals and non-metals; the varying physical and chemical properties of
different elements; the chemical properties of metals and non-metals; the
chemical properties of metal and non-metal oxides with respect to acidity
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
CM4.1i
arithmetic computation and ratio when determining empirical formulae, balancing
equations
M1a, M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
67
Assessable content
Opportunities for
To include
C4.1a
recall the simple properties of
Groups 1, 7 and 0
physical and chemical properties
C4.1b
explain how observed simple
ease of electron gain or loss;
properties of Groups 1, 7 and 0
physical and chemical properties
depend on the outer shell of
electrons of the atoms and predict
properties from given trends down
the groups
predict possible reactions and
probable reactivity of elements
from their positions in the Periodic
Table
explain how the reactivity of
metals with water or dilute acids
is related to the tendency of the
metal to form its positive ion
deduce an order of reactivity of
metals based on experimental
results
C4.1d
C4.1e
68
Working
scientifically
WS1.2a,
WS1.4a
WS1.4c
Practical/research
Displacement reactions of halogens
with halides.
WS1.1b,
WS1.2a,
WS1.4a
M1a, M1c
D
ra
C4.1c
Maths
ft
Learning outcomes
WS1.4a
Reaction of metals with water, dilute
hydrochloric acid. PAG C4, PAG C5)
WS1.3e,
WS2a
Displacement reactions involving
metals and metal salts. ( PAG C4,
PAG C5)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic C5: Monitoring and controlling chemical reactions
C5.1 Controlling reactions
Summary
The rate and yield of a chemical reaction can be altered by changing the
physical conditions.
Common misconceptions
Learners often misinterpret rate graphs and think that catalysts take part
in reaction and run out/get used up.
Underlying knowledge and understanding
Learners should be familiar with the action of catalysts in terms of rate of
reaction. They should know the term surface area and what it means.
Tiering
D
ra
ft
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
CM5.1i
arithmetic computation, ratio when measuring rates of reaction
M1a, M1c
CM5.1ii
drawing and interpreting appropriate graphs from data to determine rate of reaction
M4b, M4c
CM5.1iii
determining gradients of graphs as a measure of rate of change to determine rate
M4d, M4e
CM5.1iv
proportionality when comparing factors affecting rate of reaction
M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
69
Assessable content
Learning outcomes
C5.1a
Opportunities for
To include
Maths
suggest practical methods for
determining the rate of a given
reaction
M1a, M1c
Working
scientifically
WS1.2b,
WS1.2c,
WS1.2d,
WS2a, WS2b
Practical/research
Rate of reaction experiments (PAG
C5)
Disappearing cross experiment
(PAG C5)
Magnesium and acid, marble chip and
acid. (PAG C5)
interpret rate of reaction graphs
1/t is proportional to rate and
gradients of graphs
M4b, M4c
WS1.3a,
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i,
WS2b
WS1.4c
Marble chip and acid or magnesium
and acid experiments either
measuring reaction time or the
volume of gas over time. (PAG C4,
PAG C5)
WS1.4c
Reaction of magnesium and acid
with different temperatures of acid –
measure reaction times. (PAG C5)
ft
C5.1b
C5.1c
C5.1d
C5.1e
70
D
ra
(not order of reaction)
describe the effect of changes in
temperature, concentration,
pressure, and surface area on rate
of reaction
explain the effects on rates of
reaction of changes in temperature,
concentration and pressure in terms
of frequency and energy of collision
between particles
explain the effects on rates of
reaction of changes in the size of the
pieces of a reacting solid in terms of
surface area to volume ratio
M4d, M4e
Varying surface area with marble
chips and hydrochloric acid. (PAG
C5)
M1c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
C5.1f
C5.1g
To include
Maths
describe the characteristics of
catalysts and their effect on rates of
reaction
identify catalysts in reactions
Working
scientifically
WS1.4a
Practical/research
Catalysis of hydrogen peroxide with
various black powders including
MnO2. (PAG C5)
Catalysis of reaction of zinc with sulfuric
acid using copper powder. (PAG C5).
a reaction profile
D
ra
C5.1i
explain catalytic action in terms of
activation energy
recall that enzymes act as catalysts
in biological systems
ft
C5.1h
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
71
C5.2 Equilibria
Summary
In a reaction, when the rate of the forward reaction equals the rate of the
backwards reaction, the reaction in a closed system is said to be in
equilibrium.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Underlying knowledge and understanding
Learners will be familiar with representing chemical reactions using
formulae and using equations.
Common misconceptions
Learners often do not recognise that when a dynamic equilibrium is set up
in a reaction the concentration of the reactants and products remain
constant. They think that they are equal. Learners also sometimes
perceive a dynamic equilibrium as two reactions.
Assessable mathematical learning outcomes
Mathematical skills
CM5.2i
arithmetic computation, ratio when measuring rates of reaction
M1a, M1c
drawing and interpreting appropriate graphs from data to determine rate of
reaction
determining gradients of graphs as a measure of rate of change to determine
rate
M4b, M4c
proportionality when comparing factors affecting rate of reaction
M1c
CM5.2ii
CM5.2iii
CM5.2iv
72
D
ra
Reference
M4d, M4e
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
C5.2a
C5.2b
recall that some reactions may be
reversed by altering the reaction
conditions
recall that dynamic equilibrium
occurs in a closed system when
the rates of forward and reverse
reactions are equal
predict the effect of changing
reaction conditions on
equilibrium position and
suggest appropriate conditions
to produce as much of a
particular product as possible
Maths
Working
scientifically
Practical/research
M1a, M4b,
M4c
M4b, M4c
Le Chatelier's principle concerning
concentration, temperature and
pressure
M1a, M4d,
M4e, M1c
WS1.2a,
WS1.2b,
WS1.2c,
WS1.4c,
WS2a, WS2b
D
ra
C5.2c
To include
ft
Learning outcomes
Opportunities for
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
73
Topic C6: Global challenges
This topic seeks to integrate learners’ knowledge and understanding of
chemical systems and processes, with the aim of applying it to global
challenges. Applications of chemistry can be used to help humans
improve their own lives and strive to create a sustainable world for future
generations, and these challenges are considered in this topic. It
therefore provides opportunities to draw together the concepts covered in
earlier topics, allowing synoptic treatment of the subject of chemistry.
C6.1 Improving processes and products
Common misconceptions
Learners often think that chemical reactions will continue until all the
reactants are exhausted. They also think that equilibrium is a static
condition.
ft
Summary
Historically new materials have been developed through trial and error,
experience etc. but as our understanding of the structure of materials and
chemical processes has improved we are increasing our ability to
manipulate and design new materials. Industry is continually looking to
make products that have a better performance and are sustainable to
produce. This section also explores the extraction of raw materials and
their use in making new products.
D
ra
Underlying knowledge and understanding
Learners should be familiar with the properties of ceramics, polymers and
composites. They also will have met the method of using carbon to obtain
metals from metal oxides.
Reference
CM6.1i
CM6.1ii
74
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable mathematical learning outcomes
Mathematical skills
arithmetic computation, ratio when measuring rates of reaction
M1a, M1c
drawing and interpreting appropriate graphs from data to determine rate of
reaction
M4b, M4c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Learning outcomes
C6.1a
To include
Maths
explain, using the position of carbon
in the reactivity series, the principles
of industrial processes used to
extract metals, including extraction
of a non-ferrous metal
explain why and how electrolysis is
used to extract some metals from
their ores
M1a, M1c
M4b, M4c
Working
scientifically
WS1.4a
WS1.3a,
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3g,
WS1.3h,
WS1.3i,
WS1.4,
WS2b
WS1.1a,
WS1.1e
Practical/research
Extraction of copper by heating
copper oxide with carbon.
Electrolysis of aqueous sodium
chloride solution. (PAG C1)
Electrolysis of aqueous copper
sulfate solution. (PAG C1)
D
ra
ft
C6.1b
Opportunities for
C6.1c
evaluate alternative biological
methods of metal extraction
C6.1d
describe the basic principles in
carrying out a life-cycle assessment
of a material or product
interpret data from a life-cycle
assessment of a material or product
describe a process where a material
or product is recycled for a different
use, and explain why this is viable
evaluate factors that affect decisions
on recycling
describe the separation of crude oil
by fractional distillation
C6.1e
C6.1f
C6.1g
C6.1h
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
bacterial and phytoextraction
the name of the fractions
WS1.1f,
WS1.1g
WS1.1f,
WS1.1g
WS1.3f,
WS1.4a
75
Learning outcomes
To include
C6.1i
molecular size; intermolecular forces
C6.1k
C6.1l
Practical/research
WS1.4a
WS1.4a
WS1.1c,
WS1.1f,
WS1.1e,
WS1.4a
conditions and reasons for cracking
and some of the useful materials
produced
D
ra
C6.1
m
Working
scientifically
ft
C6.1j
explain the separation of crude oil by
fractional distillation
describe the fractions as largely a
mixture of compounds of formula
CnH2n+2 which are members of the
alkane homologous series
recall that crude oil is a main source
of hydrocarbons and is a feedstock
for the petrochemical industry
explain how modern life is crucially
dependent upon hydrocarbons and
recognise that crude oil is a finite
resource
describe the production of materials
that are more useful by cracking
Maths
76
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
C6.2 Interpreting and interacting with Earth Systems
Summary
As our understanding of the structure of materials and chemical
processes has improved we are increasing our ability to interpret and
understand biological and earth systems. Understanding how we interact
with them is very important to our survival as a species. This section
starts with the history of the atmosphere and moves on to how human
activity could be affecting its composition.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should have some understanding of the composition of the
Earth, the structure of the Earth, the rock cycle, the carbon cycle, the
composition of the atmosphere and the impact of human activity on the
climate.
Common Misconceptions
Learners think that the atmosphere is large and that small increases of
carbon dioxide or a few degree of temperature change do not make a
difference to the climate. They may consider that global warming is
caused by the ozone hole and that human activities alone cause the
greenhouse effect.
Reference
Assessable mathematical learning outcomes
Maths skills
CM6.2i
extract and interpret information from charts, graphs and tables
M2c, M4a
CM6.2ii
use orders of magnitude to evaluate the significance of data
M2h
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
77
Assessable content
Opportunities for
Learning outcomes
To include
Maths
C6.2a
knowledge of how the composition of the
atmosphere has changed over time
M2c, M4a,
M2h
C6.2d
C6.2e
C6.2f
C6.2g
78
Practical/research
WS1.1a
ft
C6.2c
M2h
the correlation between change in
atmospheric carbon dioxide
concentration and the consumption of
fossil fuels
M2c, M4a,
M2h
D
ra
C6.2b
interpret evidence for how it is
thought the atmosphere was
originally formed
describe how it is thought an
oxygen-rich atmosphere
developed over time
describe the greenhouse effect in
terms of the interaction of
radiation with matter within the
atmosphere
evaluate the evidence for
additional anthropogenic (human
activity) causes of climate change
and describe the uncertainties in
the evidence base
describe the potential effects of
increased levels of carbon dioxide
and methane on the Earth’s
climate and how these effects
may be mitigated
describe the major sources of
carbon monoxide, sulfur dioxide,
oxides of nitrogen and
particulates in the atmosphere
and explain the problems caused
by increased amounts of these
substances
describe the principal methods for
increasing the availability of
potable water in terms of the
separation techniques used
Working
scientifically
WS1.3e
consideration of scale, risk and
environmental implications
M2c, M4a,
M2h
WS1.1f,
WS1.1h
WS1.4a
ease of treatment of waste, ground and
salt water
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic P1: Matter
P1.1 Nuclear atom, the particle model
atoms, molecules and compounds. Learners should understand how
density can be affected by the state materials are in.
Common misconceptions
Learners commonly confuse the different types of particles (subatomic
particles, atoms and molecules) which can be addressed through the
teaching of this topic. They commonly misunderstand the conversions
between different units used in the measurement of volume.
ft
Summary
Knowledge and understanding of the particle nature of matter is
fundamental to Physics. Learners need to have an appreciation of matter
in its different forms, they must also be aware of the subatomic particles,
their relative charges, masses and positions inside the atom. The
structure and nature of atoms are essential to the further understanding of
physics. The knowledge of subatomic particles is needed to explain many
phenomena, for example those involving charge and transfer of charges,
as well as radioactivity. (Much of this content overlaps with that in the
chemistry specification.)
D
ra
Underlying knowledge and understanding
Learners should be aware of a simple atomic model, and that atoms are
examples of particles. They should also know the difference between
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
PM1.1i
recall and apply: density (kg/m3)= mass (kg)/volume (m3)
M1a, M1b, M1c, M3c
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
79
Assessable content
Opportunities for
Learning outcomes
To include
Maths
P1.1a
Thomson, Rutherford (alongside
Geiger and Marsden) and Bohr
models
M5b
P1.1d
P1.1e
P1.1f
80
M5b
explain the differences in density
between the different states of
matter in terms of the arrangements
of the atoms and molecules
apply the relationship between
density, mass and volume to
changes where mass is conserved
(M1a, M1b, M1c, M3c)
WS 1.4a
Practical/research
Timeline showing the development
of atomic theory.
Discussion of the different roles
played in developing the atomic
model and how different scientists
worked together.
Model making (including 3D) of
atomic structures.
ft
P1.1c
describe the atom as a positively
charged nucleus surrounded by
negatively charged electrons, with
the nuclear radius much smaller than
that of the atom and with almost all
of the mass in the nucleus
recall the typical size (order of
typically 1x10-10m
magnitude) of atoms and small
molecules
define density
M1a, M1b
D
ra
P1.1b
describe how and why the atomic
model has changed over time
Working
scientifically
WS1.1a,
WS1.1b,
WS1.1g,
WS1.3e
WS 1.4b,
WS1.4d
WS1.4a
Measurement of length, volume and
mass and using them to calculate
density. (PAG P1)
Investigation of Archimedes’
Principal using eureka cans. (PAG
P1)
WS1.1b
WS1.3c,
WS1.4b,
WS1.4f
Working out the densities of different
materials, solids and liquids.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
P1.2 Changes of state
Summary
A clear understanding of the foundations of the physical world forms a
solid basis for further study of Physics. Understanding of the relationship
between the states of matter helps to explain different types of everyday
physical changes that we see around us.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should be familiar with the structure of matter and the similarities
and differences between solids, liquids and gases. They should have a
simple idea of the particle model and be able to use it to model changes
in particle behaviour during changes of state. Learners should be aware
of the effect of temperature in the motion and spacing of particles and an
understanding that energy can be stored internally by materials.
Common misconceptions
Learners commonly carry misconceptions about matter; assuming atoms
are always synonymous with particles. Learners also struggle to explain
what is between the particles, instinctively ‘filling’ the gaps with ‘air’ or
‘vapour’. They often struggle to visualise the three-dimensional
arrangement of particles in all states of matter. Learners can find it
challenging to understand how kinetic theory applies to heating materials
and how to use the term temperature correctly, regularly confusing the
terms temperature and heat.
Reference
Assessable mathematical learning outcomes
Maths skills
PM1.2i
apply: change in thermal energy = m x specific heat capacity x change in
temperature
M1a, M3c, M3d
PM1.2ii
apply: thermal energy for a change in state = m x specific latent heat
M1a, M3c, M3d
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
81
Assessable content
Learning outcomes
P1.2a
Opportunities for
To include
Maths
describe how mass is conserved
when substances melt, freeze,
evaporate, condense or sublimate
Working
scientifically
WS1.2a,
WS1.2b,
WS1.2e,
WS1.4a
Practical/research
Use of a data logger to record
change in state and mass at
different temperatures. (PAG P5)
P1.2c
P1.2d
82
describe that these physical
changes differ from chemical
changes because the material
recovers its original properties if
the change is reversed
describe how heating a system
will change the energy stored
within the system and raise its
temperature or produce changes
of state
an understanding that temperature and
heat although related are not a measure
of the same thing
D
ra
P1.2b
ft
Demonstration of the distillation to
show that mass is conserved during
evaporation and condensation.
(PAG P5)
define the term specific heat
capacity and distinguish between
it and the term specific latent heat
WS2a,
WS2b,
WS2c,
WS2d
WS1.4a
Observation of the crystallisation of
salol in water under a microscope.
Use of thermometer with a range of 10 -110°C, to record the
temperature changes of ice as it is
heated. (PAG P1)
Investigation of the specific heat
capacity of different metals or water
using electrical heaters and a
joulemeter. (PAG P5)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
P1.2g
P1.2h
apply the relationship between
change in internal energy of a
material and its mass, specific
heat capacity and temperature
change to calculate the energy
change involved (M1a, M3c, M3d)
apply the relationship between
specific latent heat and mass to
calculate the energy change
involved in a change of state
(M1a, M3c, M3d)
explain how the motion of the
molecules in a gas is related both
to its
temperature and its pressure
explain the relationship between
the temperature of a gas and its
pressure at constant volume
(qualitative only)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.3c,
WS1.4b,
WS1.4f
WS1.3c,
WS1.4b,
WS1.4f
ft
P1.2f
Maths
to only be applied to closed systems
P1.3i
D
ra
P1.2e
To include
WS1.1b,
WS1.4a
Practical/research
Measurement of the specific latent
heat of vaporisation of water. (PAG
P5)
Measurement of the specific latent
heat of stearic acid. (PAG P5)
Demonstration of the difference in
pressure in an inflated balloon that
has been heated and frozen. (PAG
P1)
Building manometers and using
them to show pressure changes in
heated/cooled volumes of gas. (PAG
P1)
Demonstration of the exploding can
experiment.
Building of Alka-Seltzer rockets with
film canisters.
83
Topic P2: Forces
P2.1 Motion
Summary
Having looked at the nature of matter which makes up objects, we move
on to consider the effects of forces. The interaction between objects
leads to actions which can be seen by the observer, these actions are
caused by forces between the objects in question. Some of the
interactions involve contact between the objects, others involve no
contact. We will also consider the importance of the direction in which
forces act to allow understanding of the importance of vector quantities
when trying to predict the action.
ft
Common misconceptions
Learners can find the concept of action at a distance challenging. They
have a tendency to believe that a velocity must have a positive value and
have difficulty in associating a reverse in direction with a change in sign. It
is therefore important to make sure learners are knowledgeable about the
vector / scalar distinction. Difficulties faced by learners when trying to
differentiate between scalar and vector quantities, is the idea of objects
with a changing direction not having a constant vector value. For
example, objects moving in a circle. This issue also arises when trying to
handle momentum and changes in momentum of objects colliding.
Underlying knowledge and understanding
From their work in Key Stage 3 Science, learners will have a basic
knowledge of the mathematical relationship between speed, distance and
time. They should also be able to represent this information in a distancetime graph and have an understanding of relative motion of objects.
D
ra
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
Assessable mathematical learning outcomes
Maths skills
PM2.1i
recall and apply: distance travelled (m) = speed (m/s) x time (s)
M2b, M4a, M4b, M4c, M4d, M4e
PM2.1ii
recall and apply: acceleration(m/s2) = change in speed (m/s) /time (s)
2
2
M1a, M3c, M3d
2
PM2.1iii
apply: (final velocity (m/s)) - (initial velocity (m/s)) = 2 x acceleration (m/s ) x
distance (m)
M1a, M1c, M2f, M3c
PM2.1iv
recall and apply: kinetic energy (J) = 0.5 x mass (kg) x (speed (m/s))2
M1a, M1c, M2f, M3c
84
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Learning outcomes
Opportunities for
To include
describe how to measure
distance and
time in a range of scenarios
P2.1b
describe how to measure
distance and time and use these
to calculate speed
Working
scientifically
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.4c,
WS1.4e
WS1.3a,
WS1.3b,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i,
WS1.4b,
WS1.4c,
WS1.4e
WS1.3c,
WS1.4b,
WS1.4c,
WS1.4e,
WS1.4f
WS1.4a
D
ra
ft
P2.1a
Maths
P2.1c
make calculations using ratios
and proportional reasoning to
convert units and to compute
rates (M1c, M3c)
P2.1d
explain the vector-scalar
distinction as it
applies to displacement and
distance,
velocity and speed
relate changes and differences in
motion to appropriate distancetime, and velocity-time graphs,
and interpret lines, slopes and
enclosed areas in such graphs
P2.1e
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
conversion from non-SI to SI units
Practical/research
Calculations of the speeds of
learners when they walk and run a
measured distance.
Investigation of trolleys on ramps at
an angle and whether this affects
speed. (PAG P3)
Investigation of trolleys on ramps at
an angle and whether this affects
speed. (PAG P3)
WS1.3a,
WS1.3b,
WS1.3c
85
P2.1f
M3b, M3d.
WS1.3c,
WS1.4c,
WS1.4e,
WS1.4f
apply formulae relating distance,
time and speed, for uniform
motion, and for motion with
uniform acceleration (M1a, M1c,
M2f, M3c)
Use of light gates, weights and
trolleys to measure acceleration.
Learners to draw displacement-time
and velocity-time graphs of their
journey to school. (PAG P3)
D
ra
ft
P2.1g
(M4a, M4b, M4c, M4d, M4f)
calculate average speed for nonuniform motion (M1a, M1c, M2f,
M3c)
86
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
P2.2 Newton’s laws
Summary
Newton’s laws of motion essentially define the means by which motion
changes and the relationship between these changes in motion with force
and mass.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should have an understanding of contact and non-contact forces
influencing the motion of an object. They should be aware of Newtons
and that this is the measure of force. The three laws themselves will be
new to the learners. Learners are expected to be able to use force arrows
and have an understanding of balanced and unbalanced forces.
Common misconceptions
Learners commonly have misconceptions about objects needing a net
force for them to continue to move steadily and can struggle to
understand that stationary objects also have forces acting on them.
Difficulties faced by learners when trying to differentiate between scalar
and vector quantities is the idea of objects with a changing direction not
having a constant vector value, for example, objects moving in a circle.
This issue also arises with the concept of momentum and changes in
momentum of colliding objects.
Reference
Assessable mathematical learning outcomes
Maths skills
PM2.2i
recall and apply: force (N) = mass (kg) x acceleration (m/s2)
PM2.2ii
PM2.2iii
recall and apply: work done(J)= force (N) x distance (m)(along the line of action of
the force)
recall and apply: power (W)= work done (J) / time (s)
M1a, M1b, M1d, M2a, M3b, M3c,
M3d
M1a, M1b, M1d M2a M3b, M3c, M3d
PM2.2iv
recall and apply: momentum (kgm/s)= mass (kg) x velocity (m/s)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
M1a, M1b, M1d, M2a M3b, M3c,
M3d
M1a, M1b, M1d M2a M3b, M3c, M3d
87
Assessable content
Opportunities for
Learning outcomes
To include
P2.2a
recall examples of ways in which
objects interact
electrostatics, gravity, magnetism and by
contact (including normal contact force
and friction)
P2.2b
describe how such examples
involve
interactions between pairs of
objects which produce a force on
each object
represent such forces as vectors
P2.2e
P2.2f
P2.2g
P2.2h
88
apply Newton’s First Law to
explain the motion of an object
moving with
uniform velocity and also an
object where the speed and/or
direction change
use vector diagrams to
illustrate resolution of forces, a
net force, and equilibrium
situations (M4a, M5a, M5b)
describe examples of the
forces acting on an isolated
solid object or system
Practical/research
Falling objects through air and
liquids to look at frictional forces.
drawing free body force diagrams to
demonstrate understanding of forces
acting as vectors
ft
P2.2d
Working
scientifically
WS1.4a
looking at forces on one body and
resultant forces and their effects
(qualitative only)
D
ra
P2.2c
Maths
scale drawings
examples of objects that reach
terminal velocity for example
skydivers and applying similar ideas
to vehicles
WS1.4a
Measurement of the velocity of ball
bearings in glycerol at different
temperatures or with ball bearings of
differing sizes. (PAG P3)
Demonstration of the behaviour of
colliding gliders on a linear air track.
(PAG P3)
Use of balloon gliders to consider
the effect of a force on a body.
WS1.3c
Learners to design and build a
parachute for a mass, and measure
its terminal velocity as it is dropped.
(PAG P3)
describe, using free body
diagrams, examples where two
or more forces lead to a
resultant force on an
object
describe using free body force
diagrams the special case of
balanced forces when the
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
resultant force is zero
Learning outcomes
To include
Maths
apply Newton's Second Law in
calculations relating forces,
masses
and accelerations
M1a, M1b,
M1d, M2a,
M3b, M3c,
M3d.
P2.2j
explain that inertia is a
measure of how difficult it is to
change the velocity of an
object and that the mass is
defined as the ratio of force
over acceleration
define momentum and describe
examples of momentum in
collisions
M1a, M1b,
M1d, M2a
M3b, M3c,
M3d.
P2.2l
P2.2
m
P2.2n
an idea of the conservation of
momentum in elastic collisions
M1a, M1b,
M1d M2a
M3b, M3c,
M3d.
D
ra
P2.2k
ft
P2.2I
use the relationship between work
done,
force, and distance moved along
the line of action of the force and
describe the energy transfer
involved
calculate relevant values of stored
energy and energy transfers;
convert between newton-metres
and joules (M1c, M3c)
explain, with reference to
examples, the definition of power
as the rate at which energy is
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.4a,
WS1.4a
WS1.4b,
WS1.4c,
WS1.4d,
WS1.4e,
WS1.4f
WS1.4a
WS1.4a,
WS1.4b
M1a, M1b,
M1d, M2a
M3b, M3c,
M3d.
WS1.3c,
WS1.4c,
WS1.4e
M1a, M1b,
M1d, M2a
M3b, M3d.
WS1.4f
Practical/research
Use of light gates, weights and
trolleys to investigate the link
between force and acceleration.
(PAG P2)
Use of light gates, weights and
trolleys to measure momentum of
colliding trollies. (PAG P3)
Use of a water rocket to demonstrate
that the explosion propels the water
down with the same momentum as
the rocket shoots up.
Measurement of work done by
learners lifting weights or walking up
stairs. (PAG P5)
M1a, M1b,
M1d M2a
M3b, M3c,
89
P2.2o
M3d.
apply to situations of equilibrium and non
equilibrium
explain why an object moving
in a circle with a constant
speed has a changing velocity
(qualitative only)
WS1.4a,
WS1.4b
WS1.4a,
WS1.4b
action – reaction experiments – e.g.
pupils on skates/trolleys
Demonstration of spinning a rubber
bung on a string.
D
ra
ft
P2.2p
transferred
recall Newton’s Third Law
90
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
P2.3 Forces in action
Summary
Forces acting on an object can result in a change of shape or motion.
Having looked at the nature of matter, we can now introduce the idea of
fields and forces causing changes. This develops the idea that force
interactions between objects can take place even if they are not in
contact. They can also still result in an object changing shape or motion.
Learners should be familiar with forces associated with deforming objects,
with stretching and compressing (springs).
Common misconceptions
Learners commonly have difficulty understanding that the weight of an
object is not the same as its mass from the use of the term ‘weighing’.
The concept of force multipliers can also be challenging even though the
basic concepts are ones covered at Key Stage 3.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Reference
PM2.3i
PM2.3ii
D
ra
ft
Underlying knowledge and understanding
Learners should have an understanding of forces acting to deform objects
and to restrict motion. They should already be familiar with Hooke’s Law
and the idea that when work is done by a force; this results in an energy
transfer and leads to energy being stored by an object. Learners are
expected to know that there is a force due to gravity and that gravitational
field strength differs on other planets and stars. Learners should be aware
of moments acting as a turning force.
Assessable mathematical learning outcomes
recall and apply: force exerted by a spring (N) = extension (m) x spring constant
(N/m)
apply: energy transferred in stretching (J)= 0.5 x spring constant (N/m) x (extension
(m))2
PM2.3iii
recall and apply: gravity force (N) = mass (kg) x gravitational field strength, g (N/kg)
PM2.3iv
recall and apply: in a gravity field: potential energy (J) = mass (kg)x height (m) x
gravitational field strength, g (N/kg)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Maths skills
M2b
M1a, M1b, M1d, M2a, M2b, M3b,
M3c, M3d
M1a, M1b, M1d, M2a, M2b M3b,
M3c, M3d
M1a, M1b, M1d, M2a, M2b M3b,
M3c, M3d
91
Assessable content
Opportunities for
Learning outcomes
To include
P2.3a
applications to real life
situations
P2.3c
P2.3e
describe the difference between linear and
non-linear relationships between force and
extension
calculate a spring constant in linear cases
P2.3f
calculate the work done in stretching
P2.3g
describe that all matter has a gravitational
field that causes attraction, and the field
strength is much greater for massive objects
92
WS1.4a
graphical representation of the
extension of a spring
M2b
D
ra
P2.3d
Working
scientifically
WS1.4a
WS1.3d,
WS1.3e
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i
WS1.4a
ft
P2.3b
explain, that to stretch, bend or compress
an object, more than one force has to be
applied
describe the difference between elastic and
plastic deformation (distortions) caused by
stretching forces
describe the relationship between force and
extension for a spring and other simple
systems
Maths
M1a, M1b,
M1d, M2a,
M2b, M3b,
M3c, M3d.
M1a, M1b,
M1d, M2a,
M2b, M3b,
M3c, M3d
WS1.3c,
WS1.4b,
WS1.4d,
WS1.4e,
WS1.4 f,
WS2a,
WS2b,
WS2c,
WS2d
WS1.3c,
WS1.4b,
WS1.4c,
WS1.4e,
WS1.4f
WS1.4a
Practical/research
Use of a liquorice bungee or spring
to explore extension and stretching.
(PAG P2)
Comparisons of behaviour of springs
and elastic bands when loading and
unloading with weights. (PAG P2)
extension of a spring (Hookes law).
Investigation of forces on springs –
Hooke’s law (PAG P2)
Investigation of the elastic limit of
springs and other materials. (PAG
P2)
Use of data from stretching an
elastic band with weights to plot a
graph to calculate the work done.
(PAG P2)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
define weight, describe how it is measured
and describe the relationship between the
weight of an object and the gravitational
field strength (gravity constant)
P2.3i
recall the acceleration in free fall
knowledge that the
gravitational field strength is
known as g and has a value of
10N/kg; that this relationship is
also known as weight(N) =
mass(kg) x g(N/kg)
M1a, M1b,
M1d, M2a,
M2b M3b,
M3c, M3d.
WS1.4a,
WS1.4b
Calculations of weight on different
planets.
D
ra
ft
P2.3h
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
93
Topic P3: Electricity and magnetism
P3.1 Static and charge
Common misconceptions
Learners commonly have difficulty classifying materials as insulators or
conductors. The role of insulators should not be neglected. They find it
difficult to remember that positive charge does not move to make a
material positive, rather it is the movement of electrons.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Summary
Having established the nature of matter, consideration is now given to the
interactions between matter and electrostatic fields. These interactions
are derived from the structure of matter which was considered in the
previous section. The generation of charge is considered. Charge is a
fundamental property of matter. There are two types of charge which are
given the names ‘positive’ and ‘negative’. The effects of these charges
are not normally seen as objects often contain equal amounts of positive
and negative charge so their effects cancel each other out.
D
ra
Underlying knowledge and understanding
Learners should be aware of electron transfer leading to objects
becoming statically charged and the forces between them. They should
also be aware of the existence of an electric field.
Reference
Assessable mathematical learning outcomes
Maths skills
PM3.1i
recall and apply: charge flow (C)= current (A) x time (s)
M1a, M3c, M3d
94
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
P3.1b
P3.1c
P3.1d
P3.1e
describe that charge is a property
of all matter, that there are
positive and negative charges,
but the effects of the charges are
not normally seen as bodies
contain equal amounts of positive
and negative charge so their
effects cancel each other out
describe the production of static
electricity, and sparking, by
rubbing surfaces, and evidence
that charged objects exert forces
of attraction or repulsion on one
another when not in contact
explain how transfer of electrons
between objects can explain the
phenomena of static electricity
recall that current is a rate of flow
of charge (electrons) and the
conditions needed for charge to
flow
recall and use the relationship
between quantity of charge,
current and time
Maths
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.4a
Practical/research
Use of charged rods to repel or
attract one another.
Use of a charged rod to deflect water
or pick up paper.
the understanding that static charge only
builds up on insulators
WS1.4a,
WS2a,
WS2b,
WS2c,
WS2d
D
ra
P3.1a
To include
Discussion of why charged balloons
are attracted to walls.
Use of a Van de Graaff generator.
ft
Learning outcomes
Opportunities for
WS1.4a
Use of the gold leaf electroscope
and a charged rod to observe and
discuss behaviour.
conditions for charge to flow: source of
potential difference in a closed circuit
M1a, M1b,
M1d, M2a
M3b, M3c,
M3d.
WS1.4b,
WS1.4c,
WS1.4e,
WS1.4f
95
P3.2 Simple circuits
Summary
Electrical currents depend on the movement of charge and the interaction
of electrostatic fields. The electrical current, potential difference and
resistance are all discussed in this section. The relationship between
them is considered and learners will represent this using conventional
circuits.
Common misconceptions
Learners find the concept of potential difference very difficult to grasp.
They find it difficult to understand the behaviour of charge in circuits and
through components and how this relates to energy or work done within a
circuit.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Underlying knowledge and understanding
Learners should have been introduced to the measurement of
conventional current and potential difference in circuits. They will have an
understanding of how to assemble series and parallel circuits and a basic
understanding of how they differ with respect to conventional current and
potential difference. Learners are expected to have an awareness of the
relationship between potential difference, current and resistance and the
units in which they are measured.
Reference
Assessable mathematical learning outcomes
Maths skills
PM3.2i
recall and apply: potential difference (V)= current (A) x resistance (Ω)
M1a, M1b, M1d, M2a, M2b, M3b
PM3.2ii
recall and apply: energy transferred (J) = charge (C) x potential difference (V)
PM3.2iii
PM3.2iv
96
M1a, M1b, M1d, M2a
2
recall and apply: power (W) = potential difference (V) x current (A) = (current (A)) x
resistance (Ω)
recall and apply: energy transferred (J, kWh) = power (W, kW) x time (s, h) = charge
(C) x potential difference (V)
M1a, M1b, M1d, M2a
M1a, M1b, M1d, M2a
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable Content
Opportunities for
Learning Outcomes
To include
P3.2a
describe the differences between
series and parallel circuits
P3.2b
represent d.c. circuits with the
conventions of positive and
negative terminals, and the
symbols that represent common
circuit elements
recall that current (I) depends on
both resistance (R) and potential
difference (V) and the units in
which these are measured
recall and apply the relationship
between I, R and V, and that for
some resistors the value of R
remains constant but that in
others it can change as the
current changes
explain the design and use of
circuits to explore such effects
position of measuring instruments in
circuits and descriptions of the behaviour
of energy, current and potential
difference
diodes, LDRs and thermistors, filament
lamps, ammeter, voltmeter, resistors
P3.2e
P3.2f
M1a, M1b,
M1d M2a
M3b, M3c,
M3d.
M1a, M1b,
M1d, M2a,
M2b, M3b,
M3c, M3d
use graphs to explore whether
circuit elements are linear or nonlinear
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
WS1.4b,
WS1.4c,
WS1.4f
ft
P3.2d
the definition of potential difference
Working
Scientifically
WS2a,
WS2b,
WS2c,
WS2d
M5b
D
ra
P3.2c
Maths
components such as wire of varying
resistance, filament lamps, diodes,
thermistors and LDRs
M4a, M4b.
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i
WS1.3e
Practical/Research
Building of circuits to measure
potential difference and current in
both series and parallel circuits.
(PAG P6)
Building circuits from diagrams.
(PAG P6)
Recording of p. d. across and
current through different
components and calculate
resistances. (PAG P6)
Investigation of resistance in a wire.
(PAG P6)
Investigation of the effect of length
on resistance in a wire. (PAG P6)
Building circuits and measurement
of current and potential difference.
Investigation of I-V characteristics
of circuit elements. (PAG P6)
97
Learning Outcomes
To include
P3.2g
components such as wire of varying
resistance, filament lamps, diodes,
thermistors and LDRs
P3.2j
P3.2k
98
Working
Scientifically
WS1.3c
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i
WS1.3a,
WS1.3b,
WS1.3c,
WS1.4b
ft
P3.2i
calculate the currents, potential
components such as wire of varying
differences and resistances in d.c. resistance, filament lamps, diodes,
series and parallel circuits
thermistors and LDRs
M1a, M1b,
M1d, M2a,
M3b, M3c,
M3d.
D
ra
P3.2h
use graphs and relate the curves
produced to the function and
properties of circuit elements
(M4c, M4d, M4e)
explain, why, if two resistors are
in series the net resistance is
increased, whereas with two in
parallel the net resistance is
decreased (qualitative
explanation only)
Maths
explain the design and use of
such circuits for measurement
and testing purposes
explain how the power transfer in
any circuit device is related to the
potential difference across it and
the current, and to the energy
changes over a given time
M1a, M1b,
M1d, M2a,
M3b, M3c,
M3d.
Practical/Research
Use of wires, filament lamps, diodes,
in simple circuits. Alter p.d. and keep
current same using variable resistor.
Record and plot results. (PAG P6)
Investigation of the brightness of
bulbs in series and parallel. (PAG
P6)
Investigation of resistance of a
thermistor in a beaker of water being
heated. (PAG P6)
Investigation of resistance of an
LDR with exposure to different light
intensities. (PAG P6)
Investigation of how the power of a
photocell depends on its surface
area and its distance from the light
source. (PAG P6)
WS1.4b
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
apply the equations relating
potential difference, current,
quantity of charge, resistance,
power, energy, and time, and
solve problems for circuits which
include resistors in series, using
the concept of equivalent
resistance (M1c, M3b, M3c, M3d)
M1a, M1b,
M1d, M2a
WS1.3c,
WS1.4b
D
ra
ft
P3.2l
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
99
P3.3 Magnets and magnetic fields
Summary
Having an understanding of how charge can be generated and its effects,
we can now consider the effects of movement of charge in magnetism. To
begin learners will look at magnets and magnetic fields around magnets
and current-carrying wires.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Underlying knowledge and understanding
Learners should have been introduced to magnets and the idea of
attractive and repulsive forces. They should have an idea of the shape of
the fields around bar magnets. Learners are expected to have an
awareness of the magnetic effect of a current and electromagnets.
Common misconceptions
Common misconceptions that learners have, is that larger magnets will
always be stronger magnets, and have difficulty understanding the
concept of field line density being an indicator of field strength. Learners
often do not know that the geographic and magnetic poles are not located
in the same place.
Assessable mathematical learning outcomes
Maths skills
PM3.3i
apply: force on a conductor (at right angles to a magnetic field) carrying a
current (N) = magnetic flux density (T) x current (A) x length (m)
M1a, M1b, M1d, M2a M3b, M3c,
M3d
D
ra
Reference
Assessable content
Learning outcomes
P3.3a
P3.3b
P3.3c
100
describe the attraction and
repulsion between unlike and like
poles for permanent magnets
describe the difference between
permanent and induced magnets
describe the characteristics of the
magnetic field of a magnet,
showing how strength and
direction, change from one point
to another
To include
diagrams of magnetic field patterns
around bar magnets to show attraction
and repulsion and also depict how the
strength of the field varies around them
Maths
Opportunities for
Working
scientifically
WS1.4a
Practical/research
Using suspended magnets to show
attraction and repulsion.
WS1.4a
WS1.4a
Plotting of magnetic fields and use
of dipping compass.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
P3.3e
P3.3f
P3.3g
P3.3h
P3.3i
P3.3j
P3.3k
explain how the behaviour of a magnetic
(dipping) compass is related to evidence
that the core of the Earth must be
magnetic
describe how to show that a current can
create a magnetic effect and describe the
directions of the magnetic field around a
conducting wire
recall that the strength of the field
depends on the current and the distance
from the conductor
explain how solenoid arrangements can
enhance the magnetic effect
Maths
D
ra
P3.3d
To include
describe how a magnet and a currentcarrying conductor exert a force on
one another
show that Fleming’s left-hand rule
represents the relative orientations of
the force, the conductor and the
magnetic field
apply the equation that links the force
on a conductor to the magnetic flux
density, the current and the length of
conductor to calculate the forces
involved
explain how the force exerted from a
magnet and a current-carrying
conductor is used to cause rotation in
electric motors
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.4a
an understanding of how
electric motors work but
knowledge of the structure of a
motor is not expected
Practical/research
WS2a,
WS2b,
WS2c,
WS2d
WS1.4b
Investigation of the magnetic field
around a current-carrying wire using
plotting compasses.
WS1.4a
Investigation of the magnetic field
around a current-carrying solenoid
using plotting compasses.
ft
Learning outcomes
M5b
WS1.4a
M1a, M1b,
M1d, M2a
M3b, M3c,
M3d
WS1.3c,
WS1.4b,
WS1.4f
WS1.4a
Plotting magnetic field around a wire.
Investigation of the factors that can
affect the magnetic effect e.g.
number of turns, current, length and
cross sectional area.
Demonstration of the jumping wire
experiment.
Construction of simple motors.
101
Topic P4: Waves and radioactivity
P4.1 Wave behaviour
Common misconceptions
Although they will often have heard of the terms ultrasound and sonar
they find it challenging to explain how images and traces are formed and
to apply their understanding to calculations. Learners often misinterpret
displacement distance and displacement time graphical presentations of
waves.
Underlying knowledge and understanding
Learners should have prior knowledge of transverse and longitudinal
waves through sound and light. Learners should be aware of how waves
behave and how the speed of a wave may change as it passes through
different media. They may already have knowledge of how sound is heard
and the hearing ranges of different species.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
D
ra
ft
Summary
Waves are means of transferring energy and the two main types of wave
are introduced in this section: mechanical and electromagnetic. This
section considers both what these types of waves are and how they are
used. The main terms used to describe waves are defined and
exemplified in this topic.
Reference
Assessable mathematical learning outcomes
Maths skill
PM4.1i
recall and apply: wave speed (m/s) = frequency (Hz) x wavelength (m)
M1c, M3c
102
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
Learning outcomes
P4.1c
P4.1d
P4.1e
P4.1f
P4.1g
Maths
describe wave motion in terms of
amplitude, wavelength, frequency
and period
define wavelength and frequency
describe and apply the
relationship between wavelength,
frequency and the wave velocity
apply formulae relating velocity,
frequency and wavelength (M1c,
M3c)
describe differences between
transverse and longitudinal waves
describe how ripples on water
surfaces are used to model
transverse waves whilst sound
waves in air are longitudinal
waves, and how the speed of
each may be measured
describe evidence that in both
cases it is the wave and not the
water or air itself that travels
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.1b,
WS1.4a
Practical/research
Observing sound waves on an
oscilloscope.
WS1.3c,
WS1.4a
Investigation of reflection in a ripple
tank. (PAG P4)
M1a, M1b,
M1d, M2a,
M3b, M3d.
WS1.3c
ft
P4.1b
To include
direction of travel and direction of
vibration
D
ra
P4.1a
Opportunities for
WS1.1b,
WS1.4a
WS1.4a
Use of a slinky to model waves.
Investigation of refraction in a ripple
tank. (PAG P4)
103
P4.2 The electromagnetic spectrum
Common misconceptions
Learners can have misconceptions such as gamma rays, x-rays,
ultraviolet light, visible light, infrared light, microwaves and radio waves
being independent entities and not being able to relate it as a spectrum.
They struggle to link the features that waves have in common, alongside
the differences and how these relate to their different properties.
Underlying knowledge and understanding
Learners may be familiar with the uses of some types of radiation but an
understanding of the electromagnetic spectrum is not expected and
should be taught as new content.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Assessable content
P4.2a
P4.2b
P4.2c
P4.2d
P4.2e
104
To include
Maths
D
ra
Learning outcomes
ft
Summary
Having looked at mechanical waves, waves in the electromagnetic
spectrum are now considered. This section includes the application of
electromagnetic waves with a specific focus on the behaviour of light as
rays and waves. Alongside this, it explores the application of other types
of electromagnetic radiation for use in medical imaging.
recall that electromagnetic waves
are transverse and are
transmitted through space where
all have the same velocity
explain that electromagnetic
waves transfer energy from
source to absorber
apply the relationships between
frequency and wavelength across
the electromagnetic spectrum
(M1a, M1c, M3c)
describe the main groupings of
the electromagnetic spectrum and
that these groupings range from
long to short wavelengths and
from low to high frequencies
recall that our eyes can only
detect a limited range of the
electromagnetic spectrum
Opportunities for
Working
scientifically
Practical/research
examples from a range of
electromagnetic waves
M1b, M1d,
M2a, M3b,
M3d.
radio, microwave, infra-red, visible (red to
violet), ultra-violet, X-rays and gammarays
WS1.3c
WS1.4a
Investigation of electromagnetic
waves on chocolate or processed
cheese in a microwave to measure
wavelength. (PAG P4)
Research and design a poster to
show the properties, uses and
dangers of the different
electromagnetic wave groups.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Learning outcomes
P4.2f
P4.2g
To include
Maths
recall that light is an electromagnetic wave
give examples of some practical uses of
electromagnetic waves in the radio, micro-wave,
infra-red, visible, ultra-violet, X-ray and gammaray regions
Working
scientifically
WS1.1c,
WS1.1e,
WS1.1f,
WS1.1h
Practical/research
Demonstration of how microwaves
can be used to light a bulb in a
beaker of water. Discussion of how
this shows that microwaves heat
water in foods.
describe how ultra-violet waves, X-rays and
gamma rays can have hazardous effects,
notably on human bodily tissues
D
ra
P4.2h
P4.2i
recall that radio waves can be produced by,
or can themselves induce, oscillations in
electrical circuits
P4.2j
recall that different substances may absorb,
transmit, refract, or reflect electromagnetic
waves in ways that vary with wavelength
explain how some effects are related to
differences in the velocity of electromagnetic
waves in different substances
P4.2k
ft
Use a microwave emitter and
absorber to demonstrate behaviour
of waves. (PAG P4)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Use of a phone camera to look at
the infra-red emitter on a remote
control. (PAG P4)
Show images of x-rays to discuss
how the images are formed; their
advantages and disadvantages.
Investigation of the balance of risks
for staff and patients during
radiotherapy
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i
WS1.4a
105
P4.3 Radioactivity
Summary
Having considered the general characteristics of waves and particles, we
now move on to look at radioactive decay which combines these two
ideas. The idea of isotopes is introduced, leading into looking at the
different types of emissions from atoms.
Common misconceptions
Learners tend to struggle with the concept that radioactivity is a random
and unpredictable process. The idea of half-life is another area that can
lead to confusion. Learners often find it difficult to understand that objects
being irradiated does not lead to them becoming radioactive
Underlying knowledge and understanding
Learners should have prior understanding of the atomic model, chemical
symbols and formulae. An understanding of radioactivity is not expected
and should be taught as new content.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
Learning outcomes
P4.3b
P4.3c
P4.3d
P4.3e
106
recall that atomic nuclei are composed of
both protons and neutrons, that the
nucleus of each element has a
characteristic positive charge
recall that atoms of the same elements
can differ in nuclear mass by having
different numbers of neutrons
use the conventional representation for
nuclei to relate the differences between
isotopes
recall that some nuclei are unstable and
may emit alpha particles, beta particles,
or neutrons, and electromagnetic
radiation as gamma rays
relate these emissions to possible
changes in the mass or the charge of the
nucleus, or both
Maths
D
ra
P4.3a
To include
Opportunities for
Working
Practical/research
scientifically
WS1.4a
ft
Assessable content
identities, charges and masses
WS1.4a
Use of a Geiger Muller tube and
radioactive sources to investigate
activity.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
P4.3g
P4.3h
use names and symbols of common
nuclei and particles to write balanced
equations that represent radioactive
decay
balance equations representing the
emission of alpha, beta or gamma
radiations in terms of the masses, and
charges of the atoms involved (M1b,
M1c, M3c)
recall that in each atom its electrons are
arranged at different distances from the
nucleus, that such arrangements may
change with absorption or emission of
electromagnetic radiation and that atoms
can become ions by loss of outer
electrons
P4.3i
recall that changes in atoms and nuclei
can also generate and absorb radiations
over a wide frequency range
P4.3j
explain the concept of half-life and how
this is related to the random nature of
radioactive decay
P4.3k
M3a
Working
scientifically
WS1.4c
M3a,
WS1.4c
Maths
an understanding that electrons
surrounding the nucleus can be
'excited' when they absorb energy
from radiation and rise to a higher
energy level. When this energy is
lost by the electron it is emitted as
radiation. When outer electrons
are lost this is called ionisation
an understanding that these types
of radiation may be from any part
of the electromagnetic spectrum
which includes gamma rays
D
ra
P4.3f
To include
calculate the net decline, expressed
as a ratio, during radioactive emission
after a given (integral) number of halflives (M1c, M3d)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Practical/research
WS1.4a
ft
Learning outcomes
half-life graphs
Demonstration of fluorescence with
black light lamp and tonic water.
WS1.4a,
WS1.3c
Using dice to model random decay
and half-life.
Research how half-life can be used
in radioactive dating.
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i
107
recall the differences in the penetration
properties of alpha-particles, betaparticles and gamma-rays
WS1.4a
P4.3
m
recall the differences between
contamination and irradiation effects and
compare the hazards associated with
these two
WS1.1h
Use of Guiger Muller tube, sources
and aluminium plates of varying
thicknesses to investigate change in
count rate.
Use of spark chamber to
demonstrate a different type of
activity counter.
D
ra
ft
P4.3l
108
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic P5: Energy
P5.1 Work done
Summary
We now move on to consider how energy can be stored and transferred.
This topic acts to consolidate the ideas of energy that have been covered
in previous topics as it is a fundamental concept that underpins many of
the ways in which matter interacts.
Common misconceptions
Learners may have misconceptions around energy being a fuel like
substance that matter has to ‘use up’, that resting objects do not have any
energy and that all energy is transferred efficiently. There is also often
confusion between forces and energy.
ft
Underlying knowledge and understanding
Learners may have prior knowledge of energy listed as nine types, as this
is the teaching approach often taken at KS2 and KS3 to increase
accessibility to an abstract concept. Learners may find it difficult to move
away from this idea but need to be able to approach systems in terms of
energy transfers and stores. They will have an understanding that energy
can be transferred in processes such as changing motion, burning fuels
and in electrical circuits. Learners should also be aware of the idea of
conservation of energy and that it has a quantity that can be calculated.
D
ra
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
109
Assessable content
Opportunities for
Learning outcomes
To include
P5.1a
conservation of energy
describe the changes in energy
involved when a system is
changed by heating (in terms of
temperature change and specific
heat capacity), by work done by
forces, and by work done when a
current flows
P5.1d
make calculations of the energy
changes associated with changes
in a system, recalling or selecting
the relevant equations for
mechanical, electrical, and
thermal processes; thereby
express in quantitative form and
on a common scale the overall
redistribution of energy in the
system (M1a, M1c, M3c)
110
D
ra
P5.1c
an object projected upwards or up a
slope, a moving object hitting an
obstacle, an object being accelerated by
a constant force, a vehicle slowing down,
bringing water to a boil in an electric
kettle
Working
scientifically
WS1.4a
WS1.4a
ft
P5.1b
describe for situations where
there are energy transfers in a
system, that there is no net
change to the total energy of a
closed system (qualitative only)
describe all the changes involved
in the way energy is stored when
a system changes for common
situations
Maths
work done by forces, current flow and
through heating and the use of kWh to
measure energy use
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3g,
WS1.3h,
WS1.3i,
WS1.4a
WS1.3c
Practical/research
Exploring energy stores and
transfers in different object in a
circus based activity. Objects could
include a wind up toy, a weight on a
spring, a weight being lifted or
dropped, water being heated,
electrical appliances.
Use of a joulemeter to measure the
energy used by different electrical
appliances. (PAG P5)
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
calculate the amounts of energy
associated with a moving body, a
stretched spring, an object raised
above ground level
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.3c,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i
Use of light gates and trolleys to
investigate kinetic energy. (PAG P5)
Use of a joulemeter and electrical
motor to lift a weight to investigate
potential energy. (PAG P5)
Investigation of energy changes and
efficiency of bouncy balls. (PAG P5)
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P5.1e
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111
P5.2 Power and efficiency
Summary
This considers the idea of conservation and dissipation of energy in
systems and how this leads to the efficiency. Ways of reducing unwanted
energy transfers and thereby increasing efficiency will be explored.
Common misconceptions
Learners have the common misconception that energy can be “used up”
or that energy is truly lost in many energy transformations. They also tend
to have the belief that energy can be completely changed from one form
to another with no energy dissipated.
Underlying knowledge and understanding
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
ft
Learners should be aware of the transfer of energies into useful and
waste energies. They will be able to have an understanding of power and
how domestic appliances can be compared. Learners will have
knowledge of insulators and how energy transfer is influenced by
temperature. They should have an awareness of ways to reduce heat loss
in the home.
Assessable mathematical learning outcomes
Maths skills
PM5.2i
recall and apply: efficiency = useful output energy transfer / input energy transfer
M1a, M1b, M1d M2a M3b, M3c, M3d
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© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Assessable content
P5.2b
P5.2c
P5.2d
describe, with examples, the
process by which energy is
dissipated, so that it is stored in
less useful ways
describe how, in different
domestic devices, energy is
transferred from batteries or the
a.c. from the mains
describe, with examples, the
relationship between the power
ratings for domestic electrical
appliances and how this is linked
to the changes in stored energy
when they are in use
calculate energy efficiency for any
energy transfer
P5.2e
describe ways to increase
efficiency
P5.2f
explain ways of reducing
unwanted energy transfer
Maths
how energy may be wasted in the
transfer to and within motors and heating
devices
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Working
scientifically
WS1.4a
M1a, M1b,
M1d M2a
M3b, M3c,
M3d
through lubrication, thermal insulation
Practical/research
WS1.4a
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P5.2a
To include
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Learning Outcomes
Opportunities for
Use of a joulemeters to investigate
the power output of different
electrical appliances. (PAG P5)
WS1.3c,
WS1.4b
WS1.4a,
WS2a,
WS2b,
WS2c,
WS2d
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.4a
Research, design and building of
energy efficient model houses.
Examination of thermograms of
houses.
113
describe how the rate of cooling is
effected by the thickness and
thermal conductivity of its walls
(qualitative only)
WS1.2a,
WS1.2b,
WS1.2c,
WS1.2d,
WS1.2e,
WS1.3d,
WS1.3e,
WS1.3f,
WS1.3g,
WS1.3h,
WS1.3i,
WS1.4a
Investigation of rate of cooling with
insulated and non-insulated copper
cans. (PAG P5)
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P5.2g
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© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Topic P6: Global challenges
This topic seeks to integrate learners’ knowledge and understanding of
physical systems and processes, with the aim of applying it to global
challenges. Applications of physics can be used to help humans improve
their own lives and strive to create a sustainable world for future
generations, and these challenges are considered in this topic. It
therefore provides opportunities to draw together the concepts covered in
earlier topics, allowing synoptic treatment of the subject of physics.
P6.1 Physics on the move
Common Misconceptions
Learners tend to confuse the factors that affect thinking distance and
braking distance, thinking that alcohol, drugs and tiredness will affect
braking distance rather than thinking distance. It needs to be made clear
the distinction between these two terms and that the combination of these
gives us the stopping distance.
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Summary
Learners will use their knowledge of forces and motion to develop their
ideas about how objects are affected by external factors. They will
develop a better understanding of these external factors to be able to
understand how the design of objects such as cars may be modified to
operate more safely.
Underlying knowledge and understanding
Learners should be familiar with how forces affect motion of objects. They
will also need to have a good understanding of momentum from a
previous sub-topic. Learners may already have some knowledge of how
vehicles are adapted to increase safety.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
115
Assessable content
P6.1b
P6.1c
P6.1d
P6.1e
P6.1f
116
recall typical speeds encountered
in everyday experience for wind
and sound, and for walking,
running, cycling and other
transportation systems
estimates the magnitudes of
everyday accelerations
make calculations using ratios
and proportional reasoning to
convert units and to compute
rates (M1c, M3c)
explain methods of measuring
human reaction times and recall
typical results
Maths
conversion from non-SI to SI units
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P6.1a
To include
explain the factors which affect
the distance required for road
transport vehicles to come to rest
in emergencies and the
implications for safety
explain the dangers caused by
large decelerations
WS1.3c,
WS1.4b
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Learning outcomes
Opportunities for
Working
Practical/research
scientifically
WS1.4b
factors that affect thinking and braking
distance and overall stopping distance
WS2a,
WS2b,
WS2c,
WS2d
WS1.1e,
WS1.1h
Investigation of reaction time using
ruler drop experiments. (PAG P3)
WS1.1e,
WS1.1h
Research and building of casing on
trolleys for eggs to investigate
crumple zones and safety features
in cars.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
P6.2 Powering Earth
Summary
We are reliant on electricity for everyday life and this topic explores the
production of electricity. Consideration will be given to the use of nonrenewable and renewable resources and the problems that are faced in
the efficient transportation of electricity to homes and businesses. Safe
use of electricity in the home is also covered in this topic. It may be an
opportunity to revisit topics such as power and efficiency.
Tiering
Statements shown in bold type will only be tested in the Higher tier
papers. All other statements will be assessed in both Foundation and
Higher tier papers.
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Underlying knowledge and understanding
Learners should already be familiar with renewable and non-renewable
energy resources. Learners are expected to have a basic understanding
of how power stations work and the cost of electricity in the home. They
may have some idea of electrical safety features in the home.
Common Misconceptions
Learners often confuse the idea of energy with terms including the word
power such as solar power. There are often difficulties in understanding
that higher voltages are applied across power lines and not along them.
Another common misconception is that batteries and wall sockets have
current inside them ready to escape.
Assessable mathematical learning outcomes
Maths skills
PM6.2i
apply: potential difference across primary coil x current in primary coil = potential
difference across secondary coil x current in secondary coil
M1a, M1b, M1d, M2a, M3d
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Reference
Assessable content
Learning outcomes
To include
P6.2a
describe the main energy sources
available for use on Earth,
compare the ways in which they
are used and distinguish between
renewable and non-renewable
sources
fossil fuels, nuclear fuel, bio-fuel, wind,
hydro-electricity, tides and the Sun
P6.2b
explain patterns and trends in the
use of energy resources
the changing use of different resources
over time
Maths
M2c
Opportunities for
Working
Practical/research
scientifically
WS1.1c,
Research of different energy
WS1.1d,
sources.
WS1.1f,
WS1.1g,
Demonstration of a steam engine
WS1.1h,
and discussion of the transfer of
WS1.1i,
energy taking place.
WS1.4a
WS1.1f,
Research and present information to
WS1.4a
convince people to invest in energy
saving measures.
Research how the use of electricity
has changed in the last 150 years.
© OCR 2015
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117
P6.2e
P6.2f
P6.2g
P6.2h
P6.2i
118
recall that the domestic supply in
the UK is a.c.at 50Hz. and about
230 volts
explain the difference between
direct and alternating voltage
recall the differences in function
between the live, neutral and
earth mains wires, and the
potential differences between
these wires
explain that a live wire may be
dangerous even when a switch in
a mains circuit is open, and
explain the dangers of providing
any connection between the live
wire and earth
an understanding of the use of step-up
and step-down transformers (efficiency)
WS1.4a
Investigating power ratings on
household appliances.
Use a model power line to
demonstrate the energy losses at
lower voltage and higher current.
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P6.2d
recall that, in the national grid,
electrical power is transferred at
high voltages from power
stations, and then transferred at
lower voltages in each locality for
domestic use
recall that step-up and step-down
transformers are used to change
the potential difference as power
is transferred from power stations
explain how the national grid is an
efficient way to transfer energy
WS1.4b
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P6.2c
Use of a data logger to compare a.c.
and d.c. output traces. (PAG P6)
Wiring of a plug.
the protection offered by insulation of
devices
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
2d. Prior knowledge, learning and progression
•
There are no prior qualifications
required in order for learners to enter
for a GCSE (9–1) in Combined Science
A (Gateway Science).
•
GCSEs (9–1) are qualifications that
enable learners to progress to further
qualifications either Vocational or
General.
There are a number of Science specifications
at OCR.
Find out more at www.ocr.org.uk
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•
Learners in England who are beginning
a GCSE (9–1) course are likely to have
followed a Key Stage 3 programme of
study and should have achieved a
general educational level equivalent to
National Curriculum Level 3.
© OCR 2015
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119
3 Assessment of GCSE (9–1) in Combined
Science A (Gateway Science)
3a. Forms of assessment
The GCSE (9–1) in Combined Science A
(Gateway Science) is a linear qualification
with 100% external assessment.
assessed. Six are at Foundation tier and six
are at Higher tier. Learners are entered for
either the Foundation tier or the Higher tier.
OCR’s GCSE (9–1) in Combined Science A
(Gateway Science) consists of twelve
examined papers that are externally
Each paper carries an equal weighting of
16.7% for that tier of the GCSE (9–1)
qualification. Each paper has a duration of 1
hour and 10 minutes.
Combined Science Paper 1 and Paper 7 – Biology
Section B includes short answer question
styles (practical, maths, structured questions)
and an extended six-mark Level of Response
question. This section of the paper is worth
50 marks.
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These papers, one at Foundation tier and
one at Higher tier, are each worth 60 marks,
are split into two sections and assess content
from Topics B1 to B3.
Section A contains multiple choice
questions. This section of the paper is worth
10 marks.
Combined Science Paper 2 and Paper 8 – Biology
These papers, one at Foundation tier and
one at Higher tier, are each worth 60 marks,
are split into two sections and assess content
from Topics B4 to B6, with assumed
knowledge of Topics B1 to B3.
Section A contains multiple choice
questions. This section of the paper is worth
10 marks.
Section B includes short answer question
styles (practical, maths, synoptic questions,
structured questions) and an extended sixmark Level of Response question. This
section of the paper is worth 50 marks, of
which 12 marks will be synoptic.
Combined Science Paper 3 and Paper 9 – Chemistry
These papers, one at Foundation tier and
one at Higher tier, are each worth 60 marks,
are split into two sections and assess content
from Topics C1 to C3.
Section A contains multiple choice
questions. This section of the paper is worth
10 marks.
120
Section B includes short answer question
styles (practical, maths, structured questions)
and an extended six-mark Level of Response
question. This section of the paper is worth
50 marks.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Combined Science Paper 4 and Paper 10 – Chemistry
These papers, one at Foundation tier and
one at Higher tier, are each worth 60 marks,
are split into two sections and assess content
from Topics C4 to C6, with assumed
knowledge of Topics C1 to C3.
Section B includes short answer question
styles (practical, maths, synoptic questions,
structured questions) and an extended sixmark Level of Response question. This
section of the paper is worth 50 marks, of
which 12 marks will be synoptic.
Section A contains multiple choice
questions. This section of the paper is worth
10 marks.
Combined Science Paper 5 and Paper 11 – Physics
These papers, one at Foundation tier and
one at Higher tier, are each worth 60 marks,
are split into two sections and assess content
from Topics P1 to P3.
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Section A contains multiple choice
questions. This section of the paper is worth
10 marks.
Section B includes short answer question
styles (practical, maths, structured questions)
and an extended six-mark Level of Response
question. This section of the paper is worth
50 marks.
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Combined Science Paper 6 and Paper 12 – Physics
These papers, one at Foundation tier and
one at Higher tier, are each worth 60 marks,
are split into two sections and assess content
from Topics P4 to P6, with assumed
knowledge of Topics P1 to P3.
Section A contains multiple choice
questions. This section of the paper is worth
10 marks.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Section B includes short answer question
styles (practical, maths, synoptic questions,
structured questions) and an extended sixmark Level of Response question. This
section of the paper is worth 50 marks, of
which 12 marks will be synoptic.
121
3b. Assessment objectives (AO)
There are three Assessment Objectives in
OCR GCSE (9–1) in Combined Science A
(Gateway Science).
These are detailed in the table below:
Weighting
Assessment Objectives
Higher
Foundation
40%
40%
40%
40%
20%
20%
Demonstrate knowledge and understanding of:
AO1
•
•
scientific ideas
scientific techniques and procedures.
Apply knowledge and understanding of:
•
scientific ideas
•
scientific enquiry, techniques and procedures.
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AO2
•
AO3
•
•
122
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Analyse information and ideas to:
interpret and evaluate
make judgements and draw conclusions
develop and improve experimental procedures.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
AO weightings in OCR GCSE (9–1) Combined Science A (Gateway Science)
The relationship between the Assessment
Objectives and the components are shown in
the following table:
% of overall GCSE (9–1) in
Combined Science A (Gateway
Science) (J250)
Components
AO1
AO2
AO3
Total
Paper 1 (Foundation tier) J250/01
6.67
6.67
3.33
16.67
Paper 2 (Foundation tier) J250/02
6.67
6.67
3.33
16.67
Paper 3 (Foundation tier) J250/03
6.67
6.67
3.33
16.67
Paper 4 (Foundation tier) J250/04
6.67
6.67
3.33
16.67
Paper 5 (Foundation tier) J250/05
6.67
6.67
3.33
16.67
Paper 6 (Foundation tier) J250/06
6.67
6.67
3.33
16.67
40
40
20
100
AO1
AO2
AO3
Total
Paper 7 (Higher tier) J250/07
6.67
6.67
3.33
16.67
Paper 8 (Higher tier) J250/08
6.67
6.67
3.33
16.67
6.67
6.67
3.33
16.67
6.67
6.67
3.33
16.67
6.67
6.67
3.33
16.67
6.67
6.67
3.33
16.67
40
40
20
100
Total
Paper 9 (Higher tier) J250/09
Paper 10 (Higher tier) J250/10
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Paper 11 (Higher tier) J250/11
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Components
Paper 12 (Higher tier) J250/12
Total
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
123
3c. Tiers
This scheme of assessment consists of two
tiers: Foundation tier and Higher tier.
Foundation tier assesses grades 5-5 to 1-1
and Higher tier assesses grades 9-9 to 4-4.
An allowed grade 3-3 may be awarded on the
Higher tier option for learners who are a small
number of marks below the grade 3-3/4-4
boundary. Learners must be entered for
either the Foundation tier or the Higher tier.
3d. Assessment availability
There will be one examination series
available each year in June to all learners.
This specification will be certificated from the
June 2018 examination series onwards.
All examined papers must be taken in the
same examination series at the end of the
course.
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3e. Retaking the qualification
They retake all the papers within a
component to be awarded the qualification.
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Learners can retake the qualification as many
times as they wish.
3f. Assessment of extended response
The assessment materials for this
qualification provide learners with the
opportunity to demonstrate their ability to
construct and develop a sustained and
coherent line of reasoning and marks for
extended responses are integrated into the
marking criteria.
Extended response questions are included in
all externally assessed papers. At least one
question in each paper will be marked by
Level of Response, in which the quality of the
extended response is explicitly rewarded.
These questions will be clearly identified in
the assessment papers by an asterisk.
3g. Synoptic assessment
Synoptic assessment tests the learners’
understanding of the connections between
different elements of the subject.
Synoptic assessment involves the explicit
drawing together of knowledge,
understanding and skills learned in different
parts of the GCSE (9–1) course. The
emphasis of synoptic assessment is to
encourage the development of the
understanding of Combined Science A
(Gateway Science) as a discipline. Paper 2,
Paper 4 and Paper 6 for the Foundation tier,
and Paper 8, Paper 10 and Paper 12 for the
124
Higher tier contain an element of synoptic
assessment.
Synoptic assessment requires learners to
make and use connections within and
between, though not across, different areas
of each science discipline, for example by:
•
applying knowledge and understanding
of more than one area to a particular
situation or context
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
•
using knowledge and understanding or
principles and concepts in planning
experimental and investigative work
and in the analysis and evaluation of
data
•
bringing together scientific knowledge
and understanding from different areas
of the respective subject and applying
them.
3h. Calculating qualification results
mark. This mark will then be compared to the
qualification level grade boundaries for the
entry option taken by the learner and for the
relevant exam series to determine the
learner’s overall qualification grade.
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A learner’s overall qualification grade for
OCR GCSE (9–1) in Combined Science A
(Gateway Science) will be calculated by
adding together their marks from the six
papers taken to give their total weighted
© OCR 2015
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125
4 Admin: what you need to know
The information in this section is designed to
give an overview of the processes involved in
administering this qualification so that you
can speak to your exams officer. All of the
following processes require you to submit
something to OCR by a specific deadline.
More information about these processes,
together with the deadlines, can be found in
the OCR Admin Guide and Entry Codes: 14–
19 Qualifications, which can be downloaded
from the OCR website: www.ocr.org.uk.
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of
the number of learners who will be entered
for a qualification in a particular series.
Estimated entries should be submitted to
OCR by the specified deadline. They are free
and do not commit your centre in any way.
Final entries
Final entries must be submitted to OCR by
the published deadlines or late entry fees will
apply.
ft
Final entries provide OCR with detailed data
for each learner, showing each assessment
to be taken. It is essential that you use the
correct entry code, considering the relevant
entry rules.
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All learners taking a GCSE (9–1) in
Combined Science A (Gateway Science)
must be entered for one of the following entry
options:
126
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
J250 F
Combined
Science A
(Gateway
Science)
(Higher tier)
Code
Title
Assessment type
01
Paper 1 (Foundation tier)
External Assessment
02
Paper 2 (Foundation tier)
External Assessment
03
Paper 3 (Foundation tier)
External Assessment
04
Paper 4 (Foundation tier)
External Assessment
05
Paper 5 (Foundation tier)
External Assessment
06
Paper 6 (Foundation tier)
External Assessment
07
Paper 7 (Higher tier)
External Assessment
08
Paper 8 (Higher tier)
External Assessment
09
Paper 9 (Higher tier)
External Assessment
10
Paper 10 (Higher tier)
External Assessment
11
Paper 11 (Higher tier)
External Assessment
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J250 H
Combined
Science A
(Gateway
Science)
(Foundation tier)
Components
ft
Entry option
Entry
Title
code
12
Paper 12 (Higher tier)
External Assessment
Each learner must be entered for either the Foundation tier or the Higher tier only. They cannot be
entered for a combination of tiers.
© OCR 2015
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127
4b. Special consideration
Special consideration is a post-assessment
adjustment to marks or grades to reflect
temporary injury, illness or other indisposition
at the time the assessment was taken.
Detailed information about eligibility for
special consideration can be found in the
JCQ publication A guide to the special
consideration process.
4c. External assessment arrangements
Regulations governing examination
arrangements are contained in the JCQ
Instructions for conducting examinations.
4d. Results and certificates
ft
Grade Scale
will be Unclassified (U). Only subjects in
which grades 9 to 1 are attained will be
recorded on certificates.
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GCSE (9–1) qualifications are graded on the
scale: 9–1, where 9 is the highest. Learners
who fail to reach the minimum standard of 1
Results
Results are released to centres and learners
for information and to allow any queries to be
resolved before certificates are issued.
Centres will have access to the following
results information for each learner:
•
the grade for the qualification
•
the raw mark for each paper
•
the total weighted mark for the
qualification.
The following supporting information will be
available:
•
raw mark grade boundaries for each
paper
•
weighted mark grade boundaries for
each entry option.
Until certificates are issued, results are
deemed to be provisional and may be subject
to amendment.
A learner’s final results will be recorded on an
OCR certificate. The qualification title will be
shown on the certificate as ‘OCR Level 1/2
GCSE (9–1) in Combined Science A
(Gateway Science)’.
128
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
4e. Post-results services
A number of post-results services are
available:
•
•
Enquiries about results – If you are
not happy with the outcome of a
learner’s results, centres may submit an
enquiry about results.
individual subject result for a learner is
missing, or the learner has been
omitted entirely from the results
supplied.
•
Access to scripts – Centres can
request access to marked scripts.
Missing and incomplete results –
This service should be used if an
4f. Malpractice
OCR as soon as it is detected. Detailed
information on malpractice can be found in
the JCQ publication Suspected Malpractice in
Examinations and Assessments: Policies and
Procedures.
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Any breach of the regulations for the conduct
of examinations and non-exam assessment
may constitute malpractice (which includes
maladministration) and must be reported to
© OCR 2015
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129
5 Appendices
5a. Grade descriptors
Ofqual to confirm.
5b. Overlap with other qualifications
There is a some overlap between the content
of this specification and those for GCSE
Biology A (Gateway Science), GCSE
Chemistry A (Gateway Science) and GCSE
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5c. Accessibility
Physics A (Gateway Science) courses. The
links between the specifications may allow for
some co-teaching, particularly in the area of
working scientifically.
be found in the JCQ Access Arrangements
and Reasonable Adjustments.
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Reasonable adjustments and access
arrangements allow learners with special
educational needs, disabilities or temporary
injuries to access the assessment and show
what they know and can do, without changing
the demands of the assessment. Applications
for these should be made before the
examination series. Detailed information
about eligibility for access arrangements can
The GCSE (9–1) qualification and subject
criteria have been reviewed in order to
identify any feature which could disadvantage
learners who share a protected Characteristic
as defined by the Equality Act 2010. All
reasonable steps have been taken to
minimise any such disadvantage.
5d. Units in science
It is expected that learners will show
understanding of the physical quantities and
corresponding units, SI and derived units
listed below.
They will be able to use them in qualitative
work and calculations. These units and their
associated quantities are dimensionally
independent.
Fundamental physical quantities
Physical quantity
Unit(s)
SI unit(s)
Length
metre
m
Mass
kilogram
kg
Time
second
s
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GCSE (9–1) in Combined Science A (Gateway Science)
Temperature
degree Celsius; kelvin
ºC; K
Current
ampere
A
Voltage
volt
V
Derived quantities and units
Unit(s)
Unit(s)
Area
metre squared
m2
Volume
metre cubed; litre
m3; l
Density
kilogram per metre cubed
kg/m3
Speed
metre per second
m/s
Gravitational field strength
Newton per kilogram
N/kg
Acceleration
metre per second squared
m/s2
Specific heat capacity
Joule per kilogram per degree Celsius
J/kgºC
Specific latent heat
Joule per kilogram
J/kg
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Physical quantity
Other frequently used units in physics
Physical quantity
Unit
Unit
Frequency
Hertz
Hz
Force
Newton
N
Joule
J
Power
Watt
W
Pressure
Pascal
Pa
Electric charge
Coulomb
C
Electric potential difference
Volt
V
Electric resistance
Ohm
Ω
Magnetic flux density
Tesla
T
Radioactivity
Becquerel
Bq
Chemical substance
mole
mol
Energy
© OCR 2015
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131
5e. Working scientifically
the world around them. Learners will also
develop and learn to apply skills in
observation, modelling and problem-solving,
with opportunities for these skills to be shown
through links to specification content.
Scientific-based claims require evaluative
skills and these are also developed in this
section with opportunities for contextual
development highlighted. Learners should
learn to evaluate through critical analysis of
methodology, evidence and conclusions, both
qualitatively and quantitatively.
This section will enable learners to develop
an understanding of the processes and
methods of science and, through
consideration of the different types of
scientific enquiry, learners will become
equipped to answer scientific questions about
Working scientifically is split into concepts
(WS1) and practical skills (WS2). Both of
these will be assessed in written
examinations and WS2 may also be
assessed through the practical activities (see
Appendix 5h).
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The idea that science progresses through a
cycle of hypothesis, experimentation,
observation, theory development and review
is encompassed in this section. It covers
aspects of scientific thinking and aims to
develop the scientific skills and conventions,
fundamental to the study of science. The
section also includes understanding of
theories and applications of science, the
practical aspects of scientific
experimentation, and objective analysis and
evaluation.
132
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
WS1: Working scientifically assessed in a written examination
Summary
The concepts and skills in this section can be
assessed in written examinations. There are
references to specific apparatus and methods
through the content of the specification. The
section is split into four sections to include
the development of scientific thinking,
experimental skills and strategies, analysis
and evaluation of scientific data and scientific
conventions.
WS1.1 Development of scientific thinking
c)
d)
e)
f)
g)
h)
i)
use models to solve problems, make
predictions and to develop scientific
explanations and understanding of familiar
and unfamiliar facts
understand the power and limitations of
science
how developments in science have led to
increased understanding and improved
quality of life and questions and problems
that science cannot currently answer
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b)
Assessable Content
To include
new technology allowing new evidence to be
collected and changing explanations as new
evidence is found
representational, spatial, descriptive,
computational and mathematical models
discuss ethical issues arising from
developments in science
explain everyday and technological
applications of science
evaluate associated personal, social,
economic and environmental implications
make decisions based on the evaluation of
evidence and arguments
evaluate risks both in practical science and
the wider societal context
recognise the importance of peer review of
results and of communicating results to a
range of audiences
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a)
Learning outcomes
understand how scientific methods and
theories develop over time
perception of risk in relation to data and
consequences
WS1.2 Experimental skills and strategies
a)
b)
c)
d)
e)
Assessable Content
Learning outcomes
use scientific theories and explanations to
develop hypotheses
plan experiments or devise procedures to
make observations, produce or characterise a
substance, test hypotheses, check data or
explore phenomena
apply a knowledge of a range of techniques,
instruments, apparatus, and materials to
select those appropriate to the experiment
recognise when to apply a knowledge of
sampling techniques to ensure any samples
collected are representative
evaluate methods and suggest possible
improvements and further investigations
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
To include
133
WS1.3 Analysis and evaluation
a)
b)
c)
d)
e)
f)
g)
h)
ft
i)
Assessable Content
Learning outcomes
To include
Apply the cycle of collecting, presenting and
analysing data, including:
presenting observations and other data using methods to include descriptive, tabular
appropriate methods
diagrammatic and graphically
translating data from one form to another
carrying out and representing mathematical
statistical analysis to include arithmetic
and statistical analysis
means, mode, median
representing distributions of results and make
estimations of uncertainty
interpreting observations and other data
data presentations to include verbal,
diagrammatic, graphical, symbolic or
numerical form interpretations to include
identifying patterns and trends, making
inferences and drawing conclusions
presenting reasoned explanations
relating data to hypotheses
evaluating data in terms of accuracy,
precision, repeatability and reproducibility
identifying potential sources of random and
systematic error
communicating the scientific rationale for
presentations through paper-based
investigations, methods used, findings and
presentations using diagrammatic, graphical,
reasoned conclusions
numerical and symbolic forms
a)
b)
c)
d)
e)
f)
134
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WS1.4 Scientific vocabulary, quantities, units, symbols and nomenclature
Assessable Content
Learning outcomes
To include
use scientific vocabulary, terminology and
definitions
recognise the importance of scientific
quantities and understand how they are
determined
use SI units and IUPAC chemical
SI units: kg, g, mg; km, m, mm; kJ, J
nomenclature unless inappropriate
use prefixes and powers of ten for orders of
tera, giga, mega, kilo, centi, milli, micro and
magnitude
nano
interconvert units
use an appropriate number of significant
figures in calculation
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
WS2: Working scientifically skills demonstrated
Summary
A range of practical experiences are a vital
part of a scientific study at this level. A wide
range of practical skills will be addressed
through the course, which are required for the
a)
b)
c)
Practical skills to be developed
Learning outcomes
To include
carry out experiments
due regard to the correct manipulation of
apparatus, the accuracy of measurements
and health and safety considerations, and
following written instructions
make and record observations and
keeping appropriate records
measurements using a range of apparatus
and methods
presenting observations using appropriate
methods to include descriptive, tabular
methods
diagrammatic and graphically
communicating the scientific rationale for
presentations through paper-based and
investigations, methods used, findings and
electronic reports and presentations using
reasoned conclusions
verbal, diagrammatic, graphical, numerical
and symbolic forms
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d)
development of investigative skills. Learners
should be given the opportunity to practise
their practical skills, which will also prepare
them for the written examinations.
© OCR 2015
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135
5f. Mathematical skill requirement
The assessment of quantitative skills would
include at least 20% GCSE (or above)
mathematical skills at the appropriate tier for
combined science.
These skills will be applied in the context of
the relevant combined science.
Skills shown in bold type will only be tested
in the Higher tier papers.
The mathematical skills required for the
GCSE (9–1) in biology (B), chemistry (C),
physics (P) and combined science (CS) are
shown in the table below.
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All mathematical content will be assessed
within the lifetime of the specification.
136
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
d
e
f
g
h
3
a
b
c
d
4
a
b
c
d
e
f
5
a
b
c
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2
a
b
c
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1
a
b
c
d
Mathematical skills
Arithmetic and numerical computation
Recognise and use expressions in decimal form
Recognise expressions in standard form
Use ratios, fractions and percentages
Make estimates of the results of simple calculations, without using a
calculator
Handling data
Use an appropriate number of significant figures
Find arithmetic means
Construct and interpret frequency tables and diagrams, bar charts
and histograms
Understand the principles of sampling as applied to scientific data
Understand simple probability
Understand the terms mean, mode and median
Use a scatter diagram to identify a correlation between two variables
Make order of magnitude calculations
Algebra
Understand and use the symbols: =, <, <<, >>, >, ∝, ~
Change the subject of an equation
Substitute numerical values into algebraic equations using
appropriate units for physical quantities
Solve simple algebraic equations
Graphs
Translate information between graphical and numeric form
Understand that y=mx+c represents a linear relationship
Plot two variables from experimental or other data
Determine the slope and intercept of a linear graph
Draw and use the slope of a tangent to a curve as a measure of rate
of change
Understand the physical significance of area between a curve and the
x-axis and measure it by counting squares as appropriate
Geometry and trigonometry
Use angular measures in degrees
Visualise and represent 2D and 3D forms including two dimensional
representations of 3D objects
Calculate areas of triangles and rectangles, surface areas and
volumes of cubes.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Subject
B
B
B
B
C
C
C
C
P
P
P
P
CS
CS
CS
CS
B C P CS
B C P CS
B C P CS
CS
B
CS
B
P CS
B
P CS
B
B C P CS
B C P CS
C P CS
C P CS
B
B
B
B
B
P
C
C
C
C
C
P
P
P
P
CS
CS
CS
CS
CS
P CS
P CS
C P CS
B C P CS
137
5g. Equations in Physics
Learners are expected to recall and apply the following equations using standard S.I. units:
Assessable mathematical learning outcomes
Maths skills
PM1.1i
recall and apply: density (kg/m3)=
mass(kg)/volume(m3)
M1a, M1b,
M1c, M3b,
M3c
PM2.1i
recall and apply: distance travelled (m) = speed
(m/s) x time (s)
M1a, M2b,
M3a, M3b,
M3c, M3d,
M4a, M4b,
M4c, M4d,
M4e
PM2.1ii
recall and apply: acceleration(m/s2) = change in
speed (m/s) /time(s)
M1a, M3a,
M3b, M3c,
M3d
PM2.1iv
recall and apply: kinetic energy (J) = 0.5 x mass
(kg) x (speed (m/s))2
M1a, M1c,
M2f, M3a,
M3b, M3c,
M3d
PM2.2i
recall and apply: force (N) = mass (kg) x
acceleration (m/s2)
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M2a,
M3a, M3b,
M3c, M3d
PM2.2iii
PM2.2iv
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PM2.2ii
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Ref
recall and apply: work done(J)= force(N) x
distance(m)(along the line of action of the force)
recall and apply: power(W)= work done(J) / time(s)
recall and apply: momentum (kgm/s)= mass(kg)
x velocity (m/s)
PM2.3i
recall and apply: force exerted by a spring(N) =
extension(m) x spring constant(N/m)
PM2.3iii
recall and apply: gravity force (N) = mass (kg) x
gravitational field strength, g (N/kg)
M1a, M2a,
M3a, M3b,
M3c, M3d
PM2.3iv
recall and apply: in a gravity field: potential energy
(J) = mass (kg)x height (m) x gravitational field
strength, g (N/kg)
recall and apply: charge flow (C)= current (A) x time
(s)
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M3c,
M3d
PM3.2i
recall and apply: potential difference (V)= current
(A) x resistance (Ω)
PM3.2ii
recall and apply: energy transferred (J) = charge
(C) x potential difference (V)
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M2a,
M3a, M3b,
M3c, M3d
PM3.1i
138
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
PM3.2iii
recall and apply: power (W) = potential difference
(V) x current (A) = (current (A))2 x resistance (Ω)
PM3.2iv
recall and apply: energy transferred (J, kWh) =
power (W, kW) x time (s, h) = charge (C) x potential
difference (V)
recall and apply: wave speed (m/s) = frequency
(Hz) x wavelength (m)
PM4.1i
PM5.2i
recall and apply: efficiency = useful output energy
transfer (J)/ input energy transfer (J)
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M2a,
M3a, M3b,
M3c, M3d
M1a, M1b,
M1c, M2a,
M3a, M3b,
M3c, M3d
M1a, M1b,
M1d, M2a,
M3a, M3b,
M3c, M3d
Learners are expected to select and apply the following equations using standard S.I. units:
Assessable mathematical learning outcomes
Maths skills
PM1.2i
apply: change in thermal energy = m x specific heat
capacity x change in temperature
M1a, M3b,
M3c, M3d
PM1.2ii
apply: thermal energy for a change in state = m x
specific latent heat
M1a, M3b,
M3c, M3d
PM1.2iii
apply: for gases: pressure (Pa) x volume (m3) =
constant (for a given mass of gas and at a constant
temperature)
apply: (final velocity (m/s))2 - (initial velocity(m/s))2 =
2 x acceleration(m/s2) x distance(m)
M1a, M3b,
M3c, M3d
apply: energy transferred in stretching(J)= 0.5 x
spring constant(N/m) x (extension(m))2
M1a, M2a,
M3a, M3b,
M3c, M3d
apply: force on a conductor (at right angles to a
magnetic field) carrying a current (N) =
magnetic field strength (T) x current (A) x length
(m)
M1a, M1b,
M1d, M2a,
M3a, M3b,
M3c, M3d
apply: potential difference across primary coil (V) x
current in primary coil (A) = potential difference
across secondary coil (V) x current in secondary
coil (A)
M1a, M1b,
M1c, M1d,
M2a, M3a,
M3b, M3c,
M3d
PM2.3ii
PM3.3i
PM6.2i
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Ref
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
M1a, M1c,
M2f, M3a,
M3b, M3c,
M3d
139
5h. Health and safety
In UK law, health and safety is primarily the
responsibility of the employer. In a school or
college the employer could be a local
education authority, the governing body or
board of trustees. Employees
(teachers/lecturers, technicians etc.), have a
legal duty to cooperate with their employer on
health and safety matters. Various
regulations, but especially the COSHH
Regulations 2002 (as amended) and the
Management of Health and Safety at Work
Regulations 1999, require that before any
activity involving a hazardous procedure or
harmful microorganisms is carried out, or
hazardous chemicals are used or made, the
employer must carry out a risk assessment. A
useful summary of the requirements for risk
assessment in school or college science can
be found at https://www.ase.org.uk
Such adaptations might include a reduced
scale of working, deciding that the fume
cupboard provision was inadequate or the
skills of the candidates were insufficient to
attempt particular activities safely. The
significant findings of such risk assessment
should then be recorded in a “point of use
text ”, for example on schemes of work,
published teachers guides, work sheets, etc.
There is no specific legal requirement that
detailed risk assessment forms should be
completed for each practical activity, although
a minority of employers may require this.
Where project work or investigations,
sometimes linked to work-related activities,
are included in specifications this may well
lead to the use of novel procedures,
chemicals or microorganisms, which are not
covered by the employer’s model risk
assessments. The employer should have
given guidance on how to proceed in such
cases. Often, for members, it will involve
contacting CLEAPSS®.
ft
For members, the CLEAPSS® guide, PS90,
Making and recording risk assessments in
school science1 offers appropriate advice.
then has to review them, to see if there is a
need to modify or adapt them in some way to
suit the particular conditions of the
establishment.
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Most education employers have adopted
nationally available publications as the basis
for their Model Risk Assessments.
Where an employer has adopted model risk
assessments an individual school or college
1
These, and other CLEAPSS® publications, are on the CLEAPSS® Science Publications website www.cleapss.org.uk. Note that
CLEAPSS® publications are only available to members. For more information about CLEAPSS® go to www.cleapss.org.uk.
140
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5i. Practical skills
ensuring appropriate safety procedures are
followed whenever their learners complete
practical work.
Use and production of appropriate scientific
diagrams to set up and record apparatus and
procedures used in practical work is common
to all science subjects and should be
included wherever appropriate.
Learners will be expected to use suitable
apparatus to make and record measurements
accurately, including length, area, mass,
time, temperature, volume of liquids and
gases, and pH. Learners should be
encouraged to tackle complex and problem
solving contexts including continuous
sampling in an investigation.
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OCR has split the requirements from the
Department for Education ‘GCSE subject
content’– Appendix 4 into eight Practical
Activity Groups or PAGs. The following table
illustrates the skills required for each PAG
and an example practical that may be used to
contribute to the PAG. Within the
specification there are a number of
suggested practicals that are illustrated in the
‘opportunities for’ column, which count
towards each PAG. We are expecting that
centres do a wide range of practical activities
during the course. These can be the ones
illustrated in the specification or can be
practicals that are devised by the centre.
Activities can range from whole investigations
to simple starters and plenaries.
Safety is an overriding requirement for all
practical work. Centres are responsible for
© OCR 2015
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141
B2
Sampling
techniques
B3
Rates of
enzymecontrolled
reactions
B4
Plant
investigations
B5
Animal
investigations
142
Use of appropriate apparatus, techniques and magnification,
including microscopes, to make observations of biological specimens
and produce labelled scientific drawings
Use of appropriate apparatus and techniques for the observation and
measurement of biological changes and/or processes
Application of appropriate sampling techniques to investigate the
distribution and abundance of organisms in an ecosystem via direct
use in the field (to include: biotic and abiotic factors)
Safe and ethical use of living organisms (plants or animals) to
measure physiological functions and responses to the environment
Safe use of appropriate heating devices and techniques including
use of a Bunsen burner and a water bath or electric heater
Use of appropriate apparatus and techniques for the observation and
measurement of biological changes and/or processes
Measurement of rates of reaction by a variety of methods including
production of gas, uptake of water and colour change of indicator
Safe use of appropriate heating devices and techniques including
use of a Bunsen burner and a water bath or electric heater
Use of appropriate apparatus and techniques for the observation and
measurement of biological changes and/or processes
Safe and ethical use of living organisms (plants or animals) to
measure physiological functions and responses to the environment
Measurement of rates of reaction by a variety of methods including
production of gas, uptake of water and colour change of indicator
Safe use of appropriate heating devices and techniques including
use of a Bunsen burner and a water bath or electric heater
Use of appropriate apparatus and techniques for the observation and
measurement of biological changes and/or processes
Safe and ethical use of living organisms (plants or animals) to
measure physiological functions and responses to the environment
Use of appropriate apparatus and techniques for the observation and
measurement of biological changes and/or processes
Investigate different magnification techniques to draw scientific
diagrams from a number of biological specimens.
Investigation the differences in habitats using ecological
sampling techniques. .
ft
B1
Microscopy/
microbiological
techniques
Example of a suitable activity (a range of practicals are
included in the specification and centres can devise their
own activity) *
Skills
Investigate the factors that can affect the rate of enzyme
activity.
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Practical
Activity Group
Investigate the factors that can affect the rate of
photosynthesis on Cabomba
Investigate the effectiveness of antimicrobial agents on the
growth of a bacterial lawn.
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
C1
Electrolysis
Use of appropriate apparatus and techniques to draw, set up and
use electrochemical cells for separation and production of elements
and compounds
Use of appropriate qualitative reagents and techniques to analyse
and identify unknown samples or products including gas tests
Electrolysis of aqueous Sodium Chloride or aqueous Copper
Sulfate solution testing for the gases produced.
C2
Separation
Techniques
Safe use of a range of equipment to purify and/or separate chemical
mixtures including Chromatography
Using chromatography to identify the mixtures of dyes in an
unknown ink.
C5
Measuring rates
of reaction
P1
Materials
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C4
Production of
salts
Distillation of a mixture, for example orange juice, cherry cola,
hydrocarbons, inks
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C3
Distillation
Safe use of a range of equipment to purify and/or separate chemical
mixtures including distillation
Safe use of appropriate heating devices and techniques including
use of a Bunsen burner and a water bath or electric heater
Use of appropriate apparatus to make and record a range of
measurements accurately, including the measurement of
temperature
Safe use of a range of equipment to purify and/or separate chemical
mixtures including evaporation, filtration and crystallisation
Use of appropriate apparatus to make and record a range of
measurements accurately, including mass and volume of liquids
Safe use and careful handling of gases, liquids and solids, including
careful mixing of reagents under controlled conditions, using
appropriate apparatus to explore chemical changes and/or products
Use of appropriate apparatus to make and record a range of
measurements accurately, including mass, time and volume of
liquids and gases
Making and recording of appropriate observations during chemical
reactions including the measurement of rates of reaction by a variety
of methods such as production of gas and colour change
Production of pure dry sample of a salt.
Investigation the effect of surface area or concentration on the
rate of an acid / carbonate reaction.
Use of measurements to determine densities of solid and liquid
objects.
Determination of the densities of a variety of objects, both solid
and liquid.
P2
Forces
Measure and observe the effects of forces including the extension of
springs.
Hooke’s law practical - investigation of forces on springs.
P3
Motion
Use of appropriate apparatus and techniques for measuring motion,
including determination of rate of change of speed
Investigate acceleration of a trolley down a ramp.
© OCR 2015
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143
P4
Waves
Observations of waves in fluids and solids to identify the suitability of
apparatus to measure speed/frequency/wavelength. Observation of
electromagnetic waves.
Use a ripple tank to measure the speed, frequency and
wavelength of a wave.
P5
Energy
Safe use of appropriate apparatus in a range of contexts to measure
energy changes/transfers.
Determination of the specific heat capacity of a material.
P6
Circuits
Use of appropriate apparatus to explore the characteristics of a
variety of circuit elements. Use of circuit diagrams to construct series
and parallel circuits including a variety of common circuit elements to
measure current, potential difference (voltage) and resistance.
Investigation of I-V characteristics of circuit elements.
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* Centres are free to substitute alternative practical activities that also cover the skills from Appendix 5h (this table is derived from Appendix 5 of
the Department for Education’s document ‘Biology, Chemistry and Physics GCSE subject content and assessment objectives’.
144
© OCR 2015
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5j. Units in science
It is expected that learners will show
understanding of the scientific quantities and
corresponding units, SI and derived units
listed below.
They will be able to use them in qualitative
work and calculations. These units and their
associated quantities are dimensionally
independent.
Fundamental scientific quantities
Unit(s)
SI unit(s)
Length
metre
m
Mass
kilogram
kg
Time
second
s
Temperature
degree Celsius; kelvin
ºC; K
Current
ampere
A
Voltage
volt
V
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Scientific quantity
Derived quantities and units
Scientific quantity
Unit(s)
Unit(s)
Area
metre squared
m2
metre cubed; litre
m3; l
kilogram per metre cubed
kg/m3
metre per second
m/s
Gravitational field strength
newton per kilogram
N/kg
Acceleration
metre per second squared
m/s2
Specific heat capacity
joule per kilogram per degree Celsius
J/kgºC
Specific latent heat
joule per kilogram
J/kg
Volume
Density
Speed
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
Other frequently used units in science
Unit
Unit
Frequency
hertz
Hz
Force
newton
N
Energy
joule
J
Power
watt
W
Pressure
pascal
Pa
Electric charge
coulomb
C
Electric potential difference
volt
V
Electric resistance
ohm
Ω
Magnetic flux density
tesla
T
Radioactivity
becquerel
Bq
Chemical substance
mole
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Scientific quantity
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GCSE (9–1) in Combined Science A (Gateway Science)
5k. The Periodic Table of elements
(2)
(3)
1
1
H
(5)
(6)
(7)
2
He
lithium
beryllium
6.9
11
Na
9.0
12
Mg
sodium
magnesium
23.0
19
K
24.3
20
Ca
3
21
Sc
4
22
Ti
potassium
calcium
scandium
39.1
37
Rb
40.1
38
Sr
45.0
39
Y
rubidium
strontium
85.5
55
Cs
87.6
56
Ba
caesium
barium
137.3
88
Ra
francium
radium
15
7
N
16
8
O
17
9
F
boron
carbon
nitrogen
oxygen
fluorine
neon
10.8
13
Al
12.0
14
Si
14.0
15
P
16.0
16
S
19.0
17
Cl
20.2
18
Ar
aluminium
silicon
phosphorus
sulfur
chlorine
argon
27.0
31
Ga
28.1
32
Ge
31.0
33
As
32.1
34
Se
35.5
35
Br
39.9
36
Kr
6
24
Cr
7
25
Mn
titanium
vanadium
chromium
manganese
iron
cobalt
nickel
copper
zinc
gallium
germanium
arsenic
selenium
bromine
krypton
47.9
40
Zr
50.9
41
Nb
52.0
42
Mo
54.9
43
Tc
55.8
44
Ru
58.9
45
Rh
58.7
46
Pd
63.5
47
Ag
65.4
48
Cd
69.7
49
In
72.6
50
Sn
74.9
51
Sb
79.0
52
Te
83.8
54
Xe
yttrium
zirconium
niobium
molybdenum
technetium
ruthenium
rhodium
palladium
silver
cadmium
indium
tin
antimony
tellurium
79.9
53
I
iodine
xenon
88.9
91.2
72
Hf
92.9
73
Ta
95.9
74
W
75
Re
101.1
76
Os
102.9
77
Ir
106.4
78
Pt
107.9
79
Au
112.4
80
Hg
114.8
81
Tl
118.7
82
Pb
121.8
83
Bi
127.6
84
Po
126.9
85
At
131.3
86
Rn
polonium
astatine
radon
lanthanoids
89–103
actinoids
9
27
Co
10
28
Ni
11
29
Cu
12
30
Zn
10
Ne
5
23
V
57–71
8
26
Fe
13
5
B
4.0
14
6
C
ft
3
Li
132.9
87
Fr
helium
relative atomic mass
2
4
Be
(0)
18
name
hydrogen
1.0
(4)
Key
atomic number
Symbol
D
ra
(1)
hafnium
tantalum
tungsten
rhenium
osmium
iridium
platinum
gold
mercury
thallium
lead
bismuth
178.5
104
Rf
180.9
105
Db
183.8
106
Sg
186.2
107
Bh
190.2
108
Hs
192.2
109
Mt
195.1
110
Ds
197.0
111
Rg
200.6
112
Cn
204.4
207.2
114
Fl
209.0
rutherfordium
dubnium
seaborgium
bohrium
hassium
meitnerium
darmstadtium
roentgenium
copernicium
© OCR 2015
GCSE (9–1) in Combined Science A (Gateway Science)
flerovium
116
Lv
livermorium
147
ft
D
ra
148
GCSE (9–1) in Combined Science A (Gateway Science)